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APP1021

APP - 1021
San Pablo CEU / es Spain
1 members
Carla Viejo Casas

Project type:
Docente

In 1960 the first telephone was invented and our mothers studied for the work of their lives. In 1992, internet appears for the first time in Spain and I began my education while teachers told me I would have about 5 different jobs in my life. Today in 2015, 400 million tweets are sent daily and my nephew will have about 17 different jobs in his life, 70% of those, are jobs that we don´t even know yet. Many things have changed between the three generations: society, technology and jobs, but schools and classrooms are still the same as in the 60´s.

Fortunately nowadays education is changing and with it, its needs. The school has became a qualified microcosms. Reading or memorizing is not the main issue anymore. Today we learn touching, seeing, hearing and experiencing. The challenge is to provide the teacher with the most suitable spaces for these needs.
Children from 2 to 5 years old need 5 kinds of microcosm, 3 static and 2 dynamic ones. The three are the soft space, learning space and sticky space. The three dynamic are swift space and hiding space.

Children from 6 to 12 years old, have clearer requirements defined by the quality of the learning, the number of pupils or the level of concentration. These five are: the cave (individual work), the valley (discussions or group work), the chasm (see without being seen), the hillside (projects team) and the peak (exhibitions).
The entire organized microcosm looks for a place that suits them all respecting the existing vegetation and appearing a good number of courtyards in between. Circulation areas are stimulated; the corridors without any specific function disappear. Permeability increases and new playground areas are created. The furniture will be in charge of arranging each area.

The aim is to bring this philosophy into a plot in Madrid. This plot has a slope of up to 9 meters, which is taken as a profit for the building.
The building grows with the student: increasing in height and adapting to their measurements. These way two playground environments are achieved at different levels. At the roof top, the dimensions are more controlled with a labyrinth of facilities that participate in the design of the playground.
Also the structure is the metaphor of the children´s growth. It starts as pure concrete retaining wall on the northwest, creating more closed and controlled spaces, offering protection. As you move the courses, the walls are fragmented and give way to wooden pillars that go into the nature becoming a three-dimensional shade that blends with the pines.

The spaces are open to the outside; the concrete deck extends into the yard and the wood structure enters the building, creating situations in which the boundary between the outer and inner disappears. The large deck is crossed by skylights, trees and inner courtyards with games generated by the ventilation, a world full of possibilities.

The interiors are characterized by textures, colours and warmth. Spaces without clear boundaries, looking for light, comfort and relaxed atmosphere for the classes.

There are no forbidden places, there are countless routes and anywhere is useful for the student to discover their way of learning.

This building is the education´s evolution. It is agile, light, dynamic and is designed to facilitate the youngest learning and the teachers ‘workspace.

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