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Second Prize

Edouard Fizelier,
Pedro Coehlo Benoist Rouel-Brax

Learning Landscapes

The design of a new school leads us to consider the design as an open environnement, an ecosystem where children are not divided in section according to their age, a more flexible organisation where children can learn according to their interest, talents et needs.
Therefore, the long corridor distributing rectangular classrooms explode to become a great platform, a landscape for teaching and learning, where circulation and teaching space are diffuse and flexible.Function are organised according to their affinities and the qualitiy of the space they can share allowing new opportunies to emerge from the meetings of two programms.
Topography, one of the three main architectural tool in the design process, frabrics hills and valleys offering spaces from the more public to the most intimate. While the lower grounds are favorable for meetings or more individualized class, the highest part of the school allows a wide view on the interior landscape, having visual connection. In-between, slopes offer multiple potentiality of function. Topography coordinate with the furniture creates intimate spaces, learning shelters, amphitheater, and projections or performing spaces.
Instead of the static conventionnal posture of the student, topography act as a pedagogical vector, offering opportunities for games, and movement. It transform learning as a dynamic and ludic act.
Furniture is an architectonic element as well as a formalization of a function. Thanks to the topography, the ergonomy of the furniture is adapted to all morphologies (which changes quickly between 6 and 15 year old). Furniture are design arccording simple geometry circle, triangle, cross, lines (corresponding to action like meeting, designing on table, watching…). When this generic furniture meets topography it offer a much more complex scheme allowing new opportunities and use.
Vegetation complete this strategy and act as ‘teacher’ as well as architecture. Therefore patios and greenhouse spread on the site could be use as learning space, courtyard, as well as buffer zone between programs which needs more intimacy. Patios and greenhouse are the structure which support the roof from the center to the structural facade. The concept try to incorporate one of the key issue of our time : ecology. This school should be a place where we can start to understand in a better way the place of human in the natural environemment. The greenhouse is a good example of this pedagogy in our ecosystem : pupils can understand how things growth and nature evolves. The understanding between environment, production and food is a major point of this strategy.
Finally the school keep a strong relationship with the horizontality of the park as a discret building with its long and thin roof, at only 2.50 meters from the ground. The only vertical emergences of the school are trees of the patios allowing the building to fit into the site, for which berliners struggle to avoid construction on site. Furthermore, the concept of the furniture and dynamic topography extend all over the site to offer a new experience of the park.