My School, My City
Space as a Learning Catalyst _ Paula Melaneo
− Can Felic Nursery / Estudio Fernandex-Vivancos + Abalosllopis Arquitectos
− Kindergarten in Jiading New Town _ Atelier Deshaus
− Christ the King Kindergarten _ Atelier Cube
− Chesapeake Child Development Center _ Elliott+Associates Architects
− Consell Kindergarten _ RipollTizon
− Primary School in Vipiteno _ Cez Calderan Zanovello Architetti
− Santo Domingo Savio Kindergarten _ Plan:b Arquitectos
− Sandal Magna Primary School _ Sarah Wigglesworth Archiects
− XIaoQuan Elementary School _ TAO
− Es Cremat Primary School _ Duch-Pizá Arquitectos
− Combatentes Educational Center _ Cannatà & Fernandes Arquitectos
Creative Adding
Playing with the Past _ Aldo Vanini
− Music School Louviers Rehabilitation and Extension _ Opus 5 Architectes
− Daroca Archaeological Museum _ Sergio Sebastián Franco Arquitecto
− Astley Castle _ Witherford Watson Mann Architects
− Covent de Sant Francesc _ David Closes Arquitecte
C3 no.343 (2013 #3/12)
My School, My City
Space as a Learning Catalyst _ Paula Melaneo
In the last decades, children’s education has experienced a strong change. This is mostly due to the impact of new technologies on (daily life and) education practices. Contemporary needs and conditions for learning lead education agents to ask for a new role of space in education and pedagogy, and architects to rethink those spaces and atmospheres. The debate about learning spaces crosses a wide spectrum, from typology and program to integration into a social and cultural larger context.
Designed in an era where Time seems to be shrinking, the new learning spaces
must allow and promote different times for space fruition and social meeting: children should have time to learn, to look at/read a book, to meet, speak and play with other children. Thus, those spaces cannot be seen as mono-functional models. On the contrary they should be flexible and constantly adapt to the “outside world” ever-changing conditions.
The physical and social world around is surely an influence on the learning space and the spaces themselves, more than infrastructures, are today learning catalysts.
C3 no.343 (2013 #3/12)
My School, My City
Space as a Learning Catalyst _ Paula Melaneo
In the last decades, children’s education has experienced a strong change. This is mostly due to the impact of new technologies on (daily life and) education practices. Contemporary needs and conditions for learning lead education agents to ask for a new role of space in education and pedagogy, and architects to rethink those spaces and atmospheres. The debate about learning spaces crosses a wide spectrum, from typology and program to integration into a social and cultural larger context.
Designed in an era where Time seems to be shrinking, the new learning spaces
must allow and promote different times for space fruition and social meeting: children should have time to learn, to look at/read a book, to meet, speak and play with other children. Thus, those spaces cannot be seen as mono-functional models. On the contrary they should be flexible and constantly adapt to the “outside world” ever-changing conditions.
The physical and social world around is surely an influence on the learning space and the spaces themselves, more than infrastructures, are today learning catalysts.
