Session Information
Contribution
This research delves into the design process involved in the building and renovation of new and existing public schools in Northern Italy in an effort to promote working methods that facilitate a tightly woven, intertwined dialogue between innovative architectural solutions and innovative educational and didactic approaches. As a result, the research adopts a two-pronged approach that examines both the educational input provided by the headmaster alongside the teaching team and the strategies adopted by the architects from the initial design phase to the construction and completion of the school.
The contributing factors in the design and construction of a scholastic project are taking into consideration: the request for funding and the approval processes involved in the financing of a new school, the apparatus of the architectural competition whereby the project is selected, the governing rules and regulations for the school personnel, the governing building codes and regulations for the design and construction of school facilities, the immediate and larger context (physical and cultural) of the building’s site, the client’s exigencies, the end-users’ specific educational needs, and the architect’s design and problem-solving techniques.
The research focuses on school projects that are the result of architectural competitions and dedicates a significant part of the research to the analysis of the issues which consistently emerge from the various planning states of the project. Although the competition brief is the cardinal document which collates the needs of those commissioning the project with the needs of those who will managing and using the school, initial findings have indicated that this document is often produced without a clear indication of didactic and pedagogical models and as a result, marks a rather problematic starting point for the design and construction of a new school.
The survey through case analyses, the interviews with key persons, and the observation of the whole trajectory of a school project—from the drafting of the competition brief to the inauguration of the school—are intended to highlight the factors which promote or hinder the communicative processes between the protagonists of the two fields of pedagogy and architecture.
The ultimate research goal is to offer clear information and procedural models to all those involved in the renovation and building of existing and new schools to offer both a high quality architecture and an innovative didactic model.
Method
Expected Outcomes
References
A.A.V.V., Treibhäuser der Zukunft. Wie in Deutschland Schulen gelingen. Eine Dokumentation von Reihard Kahl. Produktion Archiv der Zukunft 2004. Armitage, Marc The Influence of School Architecture and Design on the Outdoor Play Experience within the Primary School , in Paedagogica Historica ; v41 n4-5 , p535 - 553 ; Aug 2005. Bekerman Z., Burbles N.C., Silberman Keller D. (ed.), Learning in Places: The Informal Education Reader, Peter Lang Publishing, New York, 2005. Brubaker, C. W., Planning and Designing Schools, McGraw Hill, New York, 1998. Brügelmann H., Schule verstehen und gestalten, Libelle, Konstanz 2005. Dudek, M., Children’s spaces, Elservier, Oxford, 2005. Eckmann T., Sozialesthetik: Lernen im Begegnungsfeld von Nähe und Freiheit, Projektverlag, Bochum/Freiburg 2005. Ellsworth E., Places of Learning: Media, Architecture, Pedagogy, Routledge, 2004. Rotraut W. (ed), Schools of the Future, Hogrefe and Huber Publishers, Cambride, MA , 2009. Watschinger J., Kühebacher J (a cura di), Schularchitektur und neue Lernkultur. Neues Lernen, Neue Räume, Ein Projekt des Pädagogischen Instituts Bozen, Edizioni h.e.p, Berna, 2007. Scurati C., Infanzia, Famiglia, Scuola, La Scuola, Brescia 2005.
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