Schools in the city face different and more complex challenges than schools in the suburbs and countryside. It must deal with different programs, adapt to a high density, and ensure the development and safety of children. It is necessary to rethink these spaces, but also the relationship of the school to the city.
Thus, the project developed is characterized by a raised planted plateau. It serves mainly as a schoolyard, but also as a park outside of school hours. A public space and shops are located below the green platform. The residences are located on the west side of the site and blend in with the adjacent residential buildings. The school is located in the center, crossed by a large step acting as a transition between the public space and the schoolyard. Different thresholds divide the program within the school. The administrative spaces and the gymnasium are located on the first floor, which is more easily accessible. The kindergarten and preschool are on the second floor, oriented around an interior courtyard.
Finally, the primary classes are located on the top two floors at park level. All classrooms have access to the outside, either directly or through a passageway.
The relationships between the school and the city are multiple. The degree of privacy of the school program directs its relationship with the city: direct, ambiguous thanks to the tier, or filtered through the vegetal plateau.
(From competitor's text)
(Unofficial automated translation)
GHI56 - Between the School and the City
Summary: A project that explores urban densification by providing space and maximizing space by providing an elevated civic space via a central staircase through the school.
The party and concept of this proposal is clear.
The central staircase and elevated park provide inviting vistas and relationships to the unique neighborhood.
The project explored well the need for density and the urban reality of the block.
Good urban integration.
(From jury report)
(Unofficial automated translation)
17 scanned / 15 viewable
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