Learning Under a Tree․
In collaboration with AFAB Architecture
“School began with a man under a tree, who did not know he was a teacher, sharing his realization with a few, who did not know they were students.” — Louis Kahn | Architect and Philosopher
Our design recalls and respects the fundamental idea of a school under a tree. This notion has several shortcomings, especially the lack of a formalized, weather-proofed environment. Our proposal tries to address to these limitations by re-establishing the tree as architecture, landmark, and teacher. It simultaneously pays tribute to traditional and modern/efficient modes of teaching and building. The preschool programs are arranged optimally around a central “distributor” courtyard, minimizing corridors and residual spaces. Furthermore, in order to optimize and economize material, walls are shared by rooms, and by rooms and the perimeter façade.
The equation of nature and education is critical to our design. Three courtyards with different scales and thoughtful programming, allow for varied interactions with nature and different modes of learning. The natural topography is minimally regraded to create spaces that are safe and accessible for the school users, without disrupting the biological rhythms of the site. The terrain is also taken advantage of by the arrangement of the water-dependent spaces along the Northeast perimeter façade. Thus, water flows with gravity to the tanks located at a low point of the site, minimizing the use of pumps.
Natural and architectural elements are configured to maximize climatic comfort - sunlight and wind studies allow for the enhancement of the internal and external spatial layout. Thermal comfort is also increased by using earth as the primary building material (in the form of rammed earth and compressed blocks). This material provides resistance to the elements, is readily available, easy to construct, and naturally beautiful. More importantly, by using earth in a fun and interesting way, our proposal hopes to transform the common perception that earth is a “poor” material. The roof structure and furniture are constructed from local pine wood (most of which is recycled from the wood formwork used for the rammed earth walls). The bamboo “wrap” roof is used to for acoustic attenuation and to filter light. Thus, the material palette selected for the interior, connects the users of the space with the outside, consistent with the driving idea of our design: nature at the center of learning.
Games Area
Entrance Forecourt
Classroom
Open Kitchen
Selected Proposal․
Archstorming Competition : Mozambique Preschool
Archstorming’s competition took us to Mozambique, a country where 70% of the population lives below the poverty line. This difficult economic situation, most severely affects the situation of children. Frequently, the lack of financial resources is a significant barrier to the enjoyment of their fundamental rights. They experience many problems; such as the inability to access school, health-care, and housin
This competition gave participants the opportunity to work in the creation of a school in an underdeveloped country. But not only that, in this case the school will be designed for disabled and socially excluded children, so the challenge is even bigger. The goals of this project were to:
EDUCATE: create a place where kids can start their educational journey. Make them feel like home by designing a space where they feel comfortable. Build kid-friendly spaces that are completely safe for them, a school where they can learn, play, run, and discover.
INTEGRATE: since this school will accommodate disabled children and kids in social exclusion, it was fundamental to work in their integration in society. Participants could help them through architecture by creating adapted spaces where they don’t feel rejected. A dynamic school where they can interact with each other and the surrounding environment.
BE SUSTAINABLE: the projects had to use locally sourced materials, easy to build constructive systems, and should be self-sufficient in energy terms. They had to be respectful with nature in order to teach the kids the proper way to interact with their natural environment.