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School as a central part of the neighbourhood

  • Architectuur
  • 2019 / 2020
  • Tweede semester
  • docent: Jan Nauta, Benjamin Filbey en Wilma Kempinga
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Today children even from a young age are questioning the relevance in that they learn. For this reason the architecture of the new elementary school in the heart of Zuidwijk, Rotterdam, is striving to connect today’s core curriculum with the real world. The ambition has been translated into a rational compact timber building that takes into consideration, the climate issue , the land value, and…

Today children even from a young age are questioning the relevance in that they learn. For this reason the architecture of the new elementary school in the heart of Zuidwijk, Rotterdam, is striving to connect today’s core curriculum with the real world. The ambition has been translated into a rational compact timber building that takes into consideration, the climate issue , the land value, and future expansion of the school. The building is positioned parallel to the green corridor of Larenkamp, taking by this East-West orientation. To create a sense of enclosure at the playground side, a tribune is positioned at the main street side of Slinge , that also at the other side facilitates the shopping corridor with a sitting tribune. Beside this the tribune is meant to accommodate school related activities such as drawing and music sessions. The building consist of three sections split into two levels. The sections in the ground floor are arranged according to the privacy level. Facing the main street side, the public section houses the canteen, followed by communal section that contains the entrance hall, the play room and the stairs, followed at the end by cluster of two classrooms with sharing space and their services block. The sections of the first floor accommodate two play corridors that combine the classrooms clusters that are similar to the one in the ground floor. Each section of the ground floor is accessed via an entrance that is recessed into the facade. The first floor is accessed via the tribune. Separate entrances facilitate an independent operation of the different sections of the school. All the inner spaces of the school are visually connected with outside, the gesture that simulate and nurture the contemplative attitude of the students during their learning process. The playing corridors offer a place for withdraw and diverse offerings to individually unfold the students personality in the light-filled spaces of the clearly structured building. While the integrated benches turns the facades into active membrane, the canteen function as social heart in the neighbourhood.

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