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"play, live, learn"
The
subject of the competition was described as an innovative bioclimatic school complex. The team recognises two
levels of research towards innovative proposals, that are:
-
the introduction of innovative bioclimatic features
-
in the spatial expression of new, innovative educational models
The
question of both “innovative” and
“bioclimatic” features, arises many questions. In fact, the local methods
of construction and the vernacular architecture provide us with knowledge that
can be considered as innovative, since it has been forgotten. The Palace of
Knossos offers ideas concerning the use of the atrium, the south orientation,
the protection from the north and cold exposure. At the same time, systems that
saved water can only be considered as predecessors of contemporary similar techniques.
As a result, the team will try to approach the question of bioclimatic design
through an approach of return to the traditional, yet forgotten knowledge. The
high tech solutions are often expensive and require a high amount of expertise,
as well as of imported systems. The approach of the team is orientated towards
low-tech bioclimatic proposals: through smart design that facilitates energy
and light capture, as well as ventilation and use of the resources, the
building is performing in an optimum way.
Learning is considered as an active
procedure and
various activities stimulate this experience. Children come to school in order
to live in a community which is not seperated from real life, but it is the
real life. For philosophers of education, such as Dewey, learning should
involve real life challenges and tasks : he pleaded for an experiential education. Through this approach, the classroom is not considered as the
core of the school, but rather the different
activity areas, as well as outdoor space are the main learning places.
The
place of the student is also changing towards its relation with the teacher and
the other students. Classes are becoming more collaborative, the notion of
projects invites student to work in small groups and this is reflected in the
interior organisation. The plan of the
school is becoming flexible, classrooms can be combined into larger ones, or
open towards the common interior or outdoor spaces. The building is a
teaching in space, without using words. Urban and Architectural Design ConceptSeparate buildings for each school level:· reasons of identity : The educational complex hosts all levels, from
kindergarten to highschool. It is important for young children and adolescent
to identify themselves with a certain building. Identification is the key to
appropriation, and the appropriation of the space leads to the respect of it.
· reasons of scale : separating the buildings helps with bringing down the scale
of this big complex. It also helps in creating different types of outdoor
spaces. This complex, instead of imposing a massive built character is
perceived as group, as a little community.
· reasons of construction of the complex. Since it is a major investment, this
complex can be built in phases, according to the demographic needs of the
moment of the investment and be developed in different stages. The solution of
4 different buildings aspires to enhance this organisation of the project. Orientation of the buildingMaximization of South facades:
The
bioclimatic approach of the building can be innovative in a way that it
incorporates and is inspired by the local conditions. The prevailing material
is the friendly and mostly warm climate of Crete. The sun is thus used in terms
of natural lighting, natural heating and solar energy. The orientation towards
the south is maximised. The majority of the classrooms has a south orientation.
The natural lighting creates a friendly environment and minimises the use in
electricity. However, the south facade can also be hostile during the summer
days : a choice of double facade and shading enhances the control of the light
and also provides a better ventilation. Classrooms also have openings towards
the north, in order to enhance cross ventilation. The atriums is also an
architectural element that contributes to the maximisation of the south facades
and the optimisation of natural ventilation.
Emphasis on the common areas and the flexibility of the classrooms:
The
most important parts of each learning level are the common areas, the areas
where children and adolescents develop a dialogue and exchange. The common
space can be a funscape. The element of small scale through small amphitheatres
and walls that operate as elements of storage/exhibition/sitting helps children
appropriate the space.
The
common areas such as the library or the dining room are designed with a direct relation
to exterior space : in that way they are perceived as larger and during warm
days they are also lived like that!
Common
spaces are also extended towards other outdoor spaces. More uses towards common
activities are added to the playgrounds and volleyball/basketball courts :
greenhouses for cultivation, planted roofs for urban agriculture. The
courtyards of the complex are designed are spaces of community living between
the different age groups.Site/Environmental AnalysisDouble façade : Focusing on cross and passive ventilation
through the double façade on the south and the openings towards the North, the
building’s cooling loads are reduced using low-energy solutions that benefit the environment and the occupants.
Controlled
Natural ventilation is considered to be contributing in better health and
concentration. The fabric panels of the South skin façade contribute also in controlling
unpleasant wind forces and reaching high thermal comfort levels in the
classrooms.
South
facades are also protected from excessive sunlight through the plantation of
trees. South orientation low emissivity
glazing contributes in maximizing daylight, reducing the Heating Loads of
the building and eventually the energy used. Rainwater management and storage
systems are placed in the basement of the buildings. Geothermal solutions are
also invisible to the eye. The solar energy is captivated with solar panels
that are placed on the roofs of the primary and secondary school.
The
olive trees are a major element of the local landscape. Most of the trees are
planned to be preserved via relocation.Materiality:The basic
structure is made of reinforced concrete, the most wide-spread building
technique in Greece, it corresponds thus to the local know-how. However, the
treatment of the façades and the non-load bearing elements is the one that
gives to this educational complex its character. The double north façade is
using wood, glass and fabric as
main materials.
Wood: is
used for louvers, linear elements of shading
Fabric :
planar elements, offer a translucent effects and protects against light winds.
It is easy to maintain and an ecological option.The color palette of the complex is inspired by Minoan Arts and patterns.
subject of the competition was described as an innovative bioclimatic school complex. The team recognises two
levels of research towards innovative proposals, that are:
-
the introduction of innovative bioclimatic features
-
in the spatial expression of new, innovative educational models
The
question of both “innovative” and
“bioclimatic” features, arises many questions. In fact, the local methods
of construction and the vernacular architecture provide us with knowledge that
can be considered as innovative, since it has been forgotten. The Palace of
Knossos offers ideas concerning the use of the atrium, the south orientation,
the protection from the north and cold exposure. At the same time, systems that
saved water can only be considered as predecessors of contemporary similar techniques.
As a result, the team will try to approach the question of bioclimatic design
through an approach of return to the traditional, yet forgotten knowledge. The
high tech solutions are often expensive and require a high amount of expertise,
as well as of imported systems. The approach of the team is orientated towards
low-tech bioclimatic proposals: through smart design that facilitates energy
and light capture, as well as ventilation and use of the resources, the
building is performing in an optimum way.
Learning is considered as an active
procedure and
various activities stimulate this experience. Children come to school in order
to live in a community which is not seperated from real life, but it is the
real life. For philosophers of education, such as Dewey, learning should
involve real life challenges and tasks : he pleaded for an experiential education. Through this approach, the classroom is not considered as the
core of the school, but rather the different
activity areas, as well as outdoor space are the main learning places.
The
place of the student is also changing towards its relation with the teacher and
the other students. Classes are becoming more collaborative, the notion of
projects invites student to work in small groups and this is reflected in the
interior organisation. The plan of the
school is becoming flexible, classrooms can be combined into larger ones, or
open towards the common interior or outdoor spaces. The building is a
teaching in space, without using words. Urban and Architectural Design ConceptSeparate buildings for each school level:· reasons of identity : The educational complex hosts all levels, from
kindergarten to highschool. It is important for young children and adolescent
to identify themselves with a certain building. Identification is the key to
appropriation, and the appropriation of the space leads to the respect of it.
· reasons of scale : separating the buildings helps with bringing down the scale
of this big complex. It also helps in creating different types of outdoor
spaces. This complex, instead of imposing a massive built character is
perceived as group, as a little community.
· reasons of construction of the complex. Since it is a major investment, this
complex can be built in phases, according to the demographic needs of the
moment of the investment and be developed in different stages. The solution of
4 different buildings aspires to enhance this organisation of the project. Orientation of the buildingMaximization of South facades:
The
bioclimatic approach of the building can be innovative in a way that it
incorporates and is inspired by the local conditions. The prevailing material
is the friendly and mostly warm climate of Crete. The sun is thus used in terms
of natural lighting, natural heating and solar energy. The orientation towards
the south is maximised. The majority of the classrooms has a south orientation.
The natural lighting creates a friendly environment and minimises the use in
electricity. However, the south facade can also be hostile during the summer
days : a choice of double facade and shading enhances the control of the light
and also provides a better ventilation. Classrooms also have openings towards
the north, in order to enhance cross ventilation. The atriums is also an
architectural element that contributes to the maximisation of the south facades
and the optimisation of natural ventilation.
Emphasis on the common areas and the flexibility of the classrooms:
The
most important parts of each learning level are the common areas, the areas
where children and adolescents develop a dialogue and exchange. The common
space can be a funscape. The element of small scale through small amphitheatres
and walls that operate as elements of storage/exhibition/sitting helps children
appropriate the space.
The
common areas such as the library or the dining room are designed with a direct relation
to exterior space : in that way they are perceived as larger and during warm
days they are also lived like that!
Common
spaces are also extended towards other outdoor spaces. More uses towards common
activities are added to the playgrounds and volleyball/basketball courts :
greenhouses for cultivation, planted roofs for urban agriculture. The
courtyards of the complex are designed are spaces of community living between
the different age groups.Site/Environmental AnalysisDouble façade : Focusing on cross and passive ventilation
through the double façade on the south and the openings towards the North, the
building’s cooling loads are reduced using low-energy solutions that benefit the environment and the occupants.
Controlled
Natural ventilation is considered to be contributing in better health and
concentration. The fabric panels of the South skin façade contribute also in controlling
unpleasant wind forces and reaching high thermal comfort levels in the
classrooms.
South
facades are also protected from excessive sunlight through the plantation of
trees. South orientation low emissivity
glazing contributes in maximizing daylight, reducing the Heating Loads of
the building and eventually the energy used. Rainwater management and storage
systems are placed in the basement of the buildings. Geothermal solutions are
also invisible to the eye. The solar energy is captivated with solar panels
that are placed on the roofs of the primary and secondary school.
The
olive trees are a major element of the local landscape. Most of the trees are
planned to be preserved via relocation.Materiality:The basic
structure is made of reinforced concrete, the most wide-spread building
technique in Greece, it corresponds thus to the local know-how. However, the
treatment of the façades and the non-load bearing elements is the one that
gives to this educational complex its character. The double north façade is
using wood, glass and fabric as
main materials.
Wood: is
used for louvers, linear elements of shading
Fabric :
planar elements, offer a translucent effects and protects against light winds.
It is easy to maintain and an ecological option.The color palette of the complex is inspired by Minoan Arts and patterns.
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