Tjørring SchoolEdit profile
TJØRRING SCHOOL AND NEW INSTITUTION The real richness and resource in schools and institutions is the life the children bring. Children's physical environment must extend from large, open spaces to rooms that accommodate group and individual contemplation. The physical environment of schools and institutions must support and challenge, so that they ultimately become a learning resource. Tomorrow's national school must correspond to a (knowledge) society which places great demands on learning. The political sphere is increasingly focusing on student learning, with increased professionalism, while still expecting schools to be more spacious. Therefore, schools are being challenged in a growing discussion on how teaching and learning can be achieved and how it, when planning school constructions, can be done in relation to the intentions of the Danish Public School Act. Teaching rooms Our behaviour and thinking is shaped by the situation in which we find ourselves. Therefore, the design and potentials of the teaching room –its architecture – are of great importance to the learning process. We now know that learning should not only take place in closed, homogeneous spaces. Conversely, we also know that open spaces can destroy the learning experience as well as the architecture if they are not organised and used with care in respect of the activities to be conducted. The idea of creating a comprehensive frame for children from nursery to sixth class, gives the new school and institution a golden opportunity to create consistency and peace of mind in children's development and educational cooperation across age boundaries. This presents a unique architectural opportunity to create a single identity for the building and its diverse users - a building that embraces and challenges the children continuously. Using recognisable principles, the traditional switch between kindergarten and school is continuous, and relationships and interests between children and spaces are developed before the formal change. GREEN INITIATIVES Simultaneously, several sustainable initiatives have been incorporated into the project, which ensures the project will accommodate the first Danish school in a class 1, low-energy building, according to Danish regulation. This means the new school and institution has an energy use of 50% of the energy use of similar buildings. This reduces CO2 emissions significantly and creates a greener school. The primary green initiative incorporated in the project is solar cells, solar heating and a green roof. Making the roof green has achieved many benefits. The roof retains up to 70% of the rainwater and insulates against heat and cold while it protects the roofing membrane. It binds dust, absorbs noise and creates a biotope on the roof that provides an area for life. THE ACTIVE LANDSCAPE The new Tjørring school and institution must be a new centre for recreation and learning - not just in terms of the building's interior design, but also in the surrounding outdoor spaces and in the slightly more distant landscape spaces. The goal is to create a varied, inspiring and high quality outdoor space that can be used as a learning space, as well as a recreational area by the local community. The themed landscapes allow for varied experiences, interludes and activities, and encourage the school children and neighbours to move around the building - and meet each other. The scale of the landscape is graduated, so that it is largest at a distance, and smaller and more intimate closer to the building. The building's local areas are treated as landscape niches at children's level, to encourage children to stay and play. Simultaneously, there is created a relative calm area close to the building by moving more boisterous activities and large engagements further out in the landscape. PRINCIPAL ARCHITECTURAL IDEA The new school and institution in Tjørring must primarily house preschool children and educate pupils between 1st and 6th class, but the ambition of the project is to create a structure where the first stage appears as a whole, but which in its expanded form, with a possible 7th to 9th class department, will complete the structure. The main organisation in the school can be compared to a star whose rays represent the school's units, and whose centre brings it together and connects the units at all levels. The main concept of the project is that, at the heart of the school, you will experience solidarity and the largest high-ceilinged room. And in each of the wings you will experience more clear units and intimate communities which are tailored to the age groups and activities. The spatial typologies are divided so that the school square has an unpredictable and lopsided spatial sequence, while the classrooms in the wings are regular and rational, and therefore generally suitable for the coming shifts in pedagogy and teaching methods. The school is bound together by a spatial streetscape that opens up into larger and smaller squares, which, during the day, week or year take on varied "subject tones" and can be used in extending the activities in individual disciplines. The road system of the school will be a living exhibition area for the current projects and the work processes associated with them. And the open structure of the building allows the large "landscape pockets" between the units to become nearby outdoor spaces and therefore well functional outdoor learning and work spaces.