KURANDZA LEARNING CENTER - WETTBEWERB (NOMINATED FINALISTIN) IN ZUSAMMENARBEIT MIT KENAN VATRENJAK
The Kurandza Learning Center is dedicated to the girls of Chivonguene. The proposed reading of the program and spatial organisation offers them emancipatory spaces in which the girls can unleash their talents and work towards a more self-determined life.
The Learning Center advances the existing urban fabric of individual structures towards a larger communal building. It inscribes itself into one of the undocumented construction belts. The shift from individual structures to a larger communal building is characterised by an increased density and the large roof. The large roof offers a protected space for the community to evolve below. It fulfils the same function as the canhueiro.
The building offers a set of relations with the surrounding and within the Learning Center itself. Fixed programs (classrooms, offices …) and more fluid programs (eating, movement, play, self-initiated activities …) are treated as equal. This enables a repetitive spatial structure that is inhabited in different ways at different times.
The orientation of the principal walls creates a permeability from south to north. The longitudinal open spaces offer flexible usages and are in a direct relationship with the surrounding. The south part of the plot provides space for agriculture and sport. The north part with the canhueiro provides outside spaces for play, relaxation, communication and exchange. The permeability in the opposite direction links the different programs of the Learning Center. Rooms are divided by cross walls. Different floor plans can be generated within the given structure. The grade of seclusion of individual programs is regulated by light partition elements that partly close the gaps in the brick walls. The niches provide space to libraries and seating alcoves where desired.
Growth of the Learning Center is not only understood in terms of physical extension (+2 classrooms at a later stage) but also as a process of densification of the program within the existing structure. Once a physical extension, the Learning Center grows organically as more and more desks appear in one of the open spaces to create additional room for learning and working.
The Learning Center embodies a new relationship between pedagogy and ecology. The ecological aspects of the centre are made visible. They are understood as a part of the learning environment: usage of locally sourced construction material, simple constructions that can be understood and erected by local builders, visible rain water collection and photovoltaic systems, and many plants that improve the microclimate.
|Auftrag:||WETTBEWERB (NOMINATED FINALIST)|