Study on the typology of the ‘Brede school’


Study for Mevrouw Meijer and the city of Almere

Design team: Dirk Somers, Merijn Muller, Wim Boesten

With the aid of The Nederlands Architecture Fund

A study for Mevrouw Meijer and the city of Almere on the typology of the 'Brede school'.
We share an appreciation for the autonomy of the school.
The brede school is a nice concept, but a school should remain a world of its own.

We start again by looking at the historical figure of the school.
Mostly a representative building on a walled site.
A world of its own.

During the 20th century schools gathered new programmes, such as refectories and gyms.
At the same time connections are made with other community programs such as daycare or the medical centre.
The clear typology of the 19th century came under pressure.

The 21st century idea of the 'brede school' tries to incorporate all those programmes in one building.
This ambition asks for a new typological model.

We propose to reinstall the school as a solitary, clear and representative figure.
All additional programme makes up the boundary between the school and the outdoor world.

A beautiful reference: Duikers school in Amsterdam.

A typological variation of the model in a high density environment.

A typological variation of the model in a rural environment.

A typological variation of the model in a foreign environment.

Application of this typoligical model in 'De Laren': an extension to a 1980's boom development.
The school fits into a masterplan by INBO.

The masterplan makes use of the 'block within the block' model quite often.
We suggest a 'school within a block within a block'.

The school as an autonomous figure in a walled garden.
The perimeter is composed of additional programme.

The perimeter has multiple addresses along a serving street.

All programmes not directly related to teaching are removed from the school and situated in the perimeter.
The school becomes a collection of classrooms only.

A view onto the main entrance to the school and the garden.
Here starts the domain of the children.

A view onto the covered outdoor space from the serving street.
Discrete relations with the outer world are created.

A view from the school garden onto the medical centre.
Galleries make sure there is an appropriate distance between the school and other user.
The garden intermediates between school and perimeter.

The domain of the school incorporates the whole inner area of the block.
The garden includes a playground, small vegetable gardens and a pavilion for toddlers.

The school building.
Proposal for the undergraduate classrooms on the ground floor.
A rhythmic facade and characterful core determine the interior.

First floor level.
The school has been reduced to a collection of classrooms:
only the most necessary programmes have been included in the building.

Top floor including a few collective spaces.

The naked school.
Pedagogical models tend to change more often then buildings.
We propose a characteristic casco which can incorporate several layouts throughout time.

Alternative layout with classrooms of variating size.

Alternative layout for Steiner or Freinet education.

View on the stairs.
Two different staircases, one steep, one shallow, accommodate different routes throughout the building.

The facade: a generic grid dressed up by the informal use.

The school as perceived from the perimeter.

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