Diploma 2016 - "Eidsvåg school renovation project" by Julia Sheshegova Somby
PLAYSCAPES AND MAKERSPACES
Short project description.
The project focuses on one of the Eidsvåg school buildings that represents a
rather typical school of the late 50s-60s. The relation between the teacher and student
formed the old school room structure, it was orientated always from the teacher to a
student, as the teacher was a source of knowledge and truth and the student was an
almost passive listener and learner.
Today’s educational systems don’t have this clear hierarchy anymore, linear structure
is doubted, the communication between students and their involvement in the active
process of study becomes more important and valuable and the existing school buildings
should be adjusted to these social changes.
Diversity in surrounding conditions and variety of qualities make it easier
for children to find a comfortable/challenging place they want to be in at the particular
moment of their day. The edge between the building and the surrounding landscape is
articulated and rethought, and the project is working both in specific Eidsvåg school
conditions and its vocabulary can be implemented within generic typology of the similar
New school should answer the needs for universal design. It should also be more accessible
from the social point of view, more involved in a local community life. The
territory of the school should be used by the community outside the school hours.To
archive this one floor of the building opens towards the fjord and functions as community
accessible. The courtyard is developed in the way that keeps it private in the school
hours but in the weekends it can be used as a public park and playground. The access
to nature is also an aspect that should be considered. In our case it is also a green corridor
that is going through the school territory- it is supported by the natural park area.
The primary school block is located on the terrain, the entrances to the building is
located in the opposite ends of the second floor while the ground floor has only the
emergency exit. The proposal is to change the linear structure with the entrance group
in the ends to more open structure, that helps to involve the outdoor territory in the
learning process. The first three floors of the building will function rather independent
from each other, giving different level of public access and privacy for the primary
Different typology of the classrooms and space in between them evolves from the
theoretical studies of learning psycho types and the theory of play as a learning engine.
Corridors no longer function as a route from room A to room B, but as a self-important
Place to gather, to share resources and knowledge, work on projects, network and
build- the Makerspace. It should have an opportunity to function outside of
school hours and work not only for school but for community- to have direct access in
and out and preferable from both facades. I suggest to place it instead the connecting
block and use this new volume to add the new characteristic to the main facade.
The volume that says that the change had happened, “updates the identity” of the
The Context panel that describes the big scale conditions that lead to the particular solutions. The model of the solar sphere that shows the sun conditions on the plot.
1:500 model of the school and surroundings
Table with “vocabulary” of the social situations (60) that are triggered by physical environment. Numbers are coordinated with the tags on 1:500 model and 1:50 model. They show where these situations appear/might appear in Eidsvåg school.
The table with conceptual models showing the process.
1:50 model of the main classroom building with movable objects. Tags with numbers are coordinated with the “vocabulary” table, showing where these situations appear/might appear in Eidsvåg school.