Alpha Omega school is an educational building with spirit of locality. Located on Tangerang city, it sat on 11700 sqm area with the prior condition of swamp and paddy field. The design responded this unstable soil condition by raising structure to 2.1 m high above the ground. The site itself was chosen as part of design scheme, —corresponding to its natural surroundings, in order to give children sense of closeness to nature, thus invoking outdoor-learning experience.(The building integrates 4 modular buildings, with efficient access point in one central court yard, due to limitation of local land zoning of what can be built and what can not be built.)
The project encompasses the construction of the Hedlunda Preschool where the focus in on the children’s development and fantasy. The school is one of the most northerly located internationally certified passive houses in the world. All the materials are non-toxic and nearly all are renewable and were carefully selected in consideration of how they would be perceived by the children.
In a strategic move to consolidate its facilities across nine buildings on the Camperdown/Darlington campuses, Woods Bagot designed the flagship home for the new University of Sydney Business School. Catering to over 6,000 students, the project includes three 550-seat lecture theatres, eight 100-seat study rooms, 40 seminar rooms, a learning hub and 1,500 sqm of informal learning space.
Already providing service in the garden of Tevfik Fikret Primary School located in Bebek neighborhood of Besiktas district in Istanbul, the nursery unit, which fails to satisfy the needs is projected to be replaced with a nursery that can operate independent from the primary school. An area located next to the entrance gate of the school has been allocated for this function, which is restricted with the retaining wall formed by the elevation difference of the neighboring parcel on the west side and the school land on the north side. A double layered facade has been planned in order to meet the illumination need for education and whereas to reduce the heat effect in the summer months. The area remaining between these layers have been planned as a garden where students can grow plants. The entrance of the building, which is planned as two-stored, is projected at the 1/3 axis of its long side. The entrance area has been considered as cloakroom and reception. A semi-closed play ground has been created at the roadside of the building. The second floor of the structure includes two classrooms and wet areas. The classrooms have been projected on the upper floor in order to avoid the noise from the road as well as the school garden. The top of the circulation area has been projected to be transparent in order to make use of the structure in depth especially in the education season when day light is relatively less.
The project of the Laayoune Technology School in Morocco is part of the decentralization policy of universities centers in the different regions of the country. The program consists on teaching spaces(classrooms, workshops, amphitheater), library, administrative offices, teacher’s offices and services (maintenance spaces, staff accommodation etc.). The site, quite away from the city center, generated aneed of“urbanity” through an organization around an axial scheme, and thus providing a comprehensive and clear reading and at the same time a diversity of ambiences.
The new school ensemble of the Adult Education Centre in Hanover, Germany, consists of four elements. The three existing building components of the former School for the Hearing Impaired were closed by a new building attached to the existing volume, thus forming a cuboid. It then results in a roofed patio that can be used as a meeting space, for gatherings, or events. The patio presents the lively heart of the ensemble.
Tags: Germany, Hanover Comments Off on Ada-and-Theodor-Lessing Adult Education Centre in Hanover, Germany by ahrens & grabenhorst architekten stadtplaner BDA
With a focus on collaboration and individuality, the building provides students with technology-rich, interactive spaces. These include a mix of formal and informal learning spaces – a dedicated base for year 7 and 8 girls, science, drama and event facilities. The spaces are based on the concepts of transparency, mobility, adaptability and student-centeredness. The rooms have mobile furniture, allowing for maximum flexibility and an emphasis on collaboration. Internal glazing creates transparency between classrooms and the break-out space, doubling as an informal space for small group activities. The form and materiality is inspired by the medieval buildings of the Ruyton XI towns of which the school is named. The building is clad in stone pavers, which have been adapted for use as a rain-screen cladding system. This maintains the solidity of the surrounding brick buildings, while providing contrast in terms of scale, colour, vertical orientation, and sculptural form.
Designed by Andy Wen, Global Board Director of Aedas, the redevelopment of Taipei European School Yangmingshan Campus broke ground today (8 June 2017). Located on the beautiful Yangmingshan in northern Taipei and adjacent to the famous Taipei Hwa Kang Arts School, the new campus for the international school will be a contemporary, vibrant campus that roots in traditional Taiwanese cultural and meets modern day demands for teaching and learning. The project was recently named the 5-star Best Public Service Architecture in Taiwan at Asia Pacific Property Awards 2017 and will represent Asia Pacific to compete against other regional winners for the ultimate World’s Best at the year-end International Property Awards 2017.
As a result of a recent program by FDE, Foundation for the Development of Teaching, the primary and secondary state schools built by the Government of the State of São Paulo have in common, as the choice of their constructive system, the industrialized components, the room program and the leisure areas, the articulation between the spaces and the intention to create a comfortable place, with qualified architecture for the occupants of the schools and the teaching practice.
The Cotton On Foundation is a non-governmental organisation from Australia which, amongst other programmes around the globe, is in the process of creating a total of 20,000 new educational places for primary and secondary school children in Southern Uganda by the year 2020. To achieve this ambitious target, several avenues are being pursued, amongst them the COF Outreach Village School programme which consists of the construction of primary schools in remote villages around the two districts of Rakai and Lwengo. Each school is to accommodate 500 students and ten teachers, the latter residing on site. Wherever possible, existing buildings are being upgraded and new buildings added as required. Three of these schools have been completed to date, five are under construction, and a further twenty or so are to follow in the coming three years.
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