A Shared Learning Space inMidsommarkransen

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Lucile Chardonnet

Handledare/ Sara Grahn, Rumi Kubokawa

Supervisor

Examinator/ Per Franson Examiner

Examensarbete inom arkitektur, avancerad nivå 30 hp Degree Project in Architecture, Second Level 30 credits

8 juni 2017

A Shared Learning Space in Midsommarkransen

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Chardonnet Lucile / Studio 8 / Sara Grahn, Rumi Kubokawa /A shared learning space in Midsommarkransen

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Antagandehandling Dnr 2014-06515 Sida 20 (51)

Illustration till vilken hänvisning sker i plan- bestämmelse v1 på plankarta.

Vy över den nya skolan. På bilden ses bland annat takets utformning samt länkbyggnaden mellan den nya huvudvolymen och vagnhallen.

Illustrationer Tengbom

Fasader mot nordost (mot korsningen Bäckvägen/

Tellusborgsvägen).

Befintliga byggnader bildar en samman- hängande fond mot gaturummet.

Fasader mot sydväst, mot parken.

Fasader mor nordväst, mot Bäckvägen. Här ses bland annat sockelbyggnaden samt länkbyggnaden som sammanbinder vagnhallens och den nya byggnadens våningsplan.

Fasader mot sydost, mot Tellusborgsvägen.

Godkänt dokument - Susanne Werlinder, Stadsbyggnadskontoret Stockholm, 2016-08-24, Dnr 2014-06515

CURENT PROPOSAL

F9 school / 900 student / opening 2020

Stockholm stad : axonometry proposal by Tengbom architects

Inkom till Stockholms stadsbyggnadskontor - 2016-05-20, Dnr 2014-06515

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OLD FIRE STATION BUILDING 1940 / today offices use

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TEMPORARY SCHOOL

in High School existing building

open in 2014-2015 / today F-2 School / 170 students

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900 students

500 m²specific activities 900 m²sport hall

170 students existing sport hall

BEFORE

TEMPORARY SCHOOL NEW PROJECT

AFTER

450 students

500 m²specific activities 900 m²sport hall

450 students existing sport hall 2675 m²specific activities

NEW PROJECT PERMANENT SCHOOL

LEARNING CENTER

New school buildings are met with questions in growing cities like Stockholm: How to place them? Which scale ? What use, degree of openness, and flexibility, and for whom?

This reflection has been made in relation to a suburban area, resulting in a proposal for smaller schools supported by another, shared, building that welcomes more specific activities and is open to the public. It would offer more specialized and adapted spaces to cooking, sewing, music and dance classes, as well as a bigger library and would intensify their use.

In the area, the lack of primary schools places encourages the city to start a project creating a new school for 900 students, from grade 1 to 9 (6 to 15 years old). Seeing the proposal, a gigantic building of 60 x 40 x 25 m, I wondered how a 6 years old child would feel, coming for his first school day, surrounded by 900 other kids ?

Pedagogues actually argue for smaller scales and environment where : « None of the school is big enough to the point that a child or his family is not quickly identified by all of the adults or most of the children. » But of course, at the same time rentability issues encourage large scale. Indeed the city planning office says : « Regarding the size of schools, a too low number of pupils would create organization problems. Teachers can not have full-time jobs. [...] also expensive to administration and services. »

In smaller schools the problem is particularly visible when it comes to handcraft or more experimental lear- nings that require both special rooms and teachers. Expensive rooms would be underused and the teachers will have to move all around the city to give their courses.

Therefore my proposal is to establish another kind of public building, a learning center dedicated to those activities. This building would then allow to build those smaller primary schools instead of the proposed one and encourage the community feeling.

A SHARED LEARNING FACILITY IN MIDSOMMARKRANSEN PRIMARY SCHOOLS IN URBAN CONTEXT

LuciLe chardonnet Studio 8, supervised by Sara Grahn and rumi KuboKawa 29.05.2017

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MASTER PLAN

450 students public school 450 students

public school

586 students private school 120 students

private school

116 students private school 906 students

public school

168 students private school

0 50 125 250 500 m

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TIME AND RENTABILITY « Regarding the size of schools, a low number of pupils would create organizational problems. Teachers

cannot have full-time jobs, [...] it is also expensive for administration and services. » Stockholm city, Stadsledningskontorets förslag : Skolplanring för ett växande Stockholm « I realize that when there is a

demographic pressure, it is always peripherical spaces that are sacrified to the school core, the classroom. » « Educative systems dictate a temporal logic to the use of space by different ways semester division, courses and activities following a schedule, opening hours for the use of the building. » Les espaces scolaires, directed by Maurice Mazalto and Luca Paltrinieri, n°64, Revue internationale d’éducation de Sèvres

Les espaces scolaires, directed by Maurice Mazalto and Luca Paltrinieri, n°64, Revue internationale d’éducation de Sèvres

COMMUNITY FEELING (REGGIO EMILIA) « No part of the school is large enough to the point that a child or his family is not able to quickly identify the adults or most of the children. » « Those municipal schools include spaces where the teachers can have a coffee together, work on a project or develop relations. »Les espaces scolaires, directed by Maurice Mazalto and Luca Paltrinieri, n°64, Revue internationale d’éducation de Sèvres Les espaces scolaires, directed by Maurice Mazalto and Luca Paltrinieri, n°64, Revue internationale d’éducation de Sèvres

Chardonnet Lucile/Studio 8/Sara Grahn, Rumi Kubokawa/A shared learning space in Midsommarkransen

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« It is maybe not too fanciful to imagine a school institution as a series of physically independent environ- ments, spread in the city and linked by information and communication technologies, of

fering meeting places for students and teachers, giving them more freedom by aking use of the infrastructures of the city

. »

« To obtain the best use of special

rooms [...] establish spaces that many schools can share. » Stockholm city, Stadsledningskontorets förslag : Skolplanring för ett växande Stockholm

SCHOOL FACILITIES IN THE CITY Les espaces scolaires, directed by Maurice Mazalto and Luca Paltrinieri, n°64, Revue internationale d’éducation de Sèvres

LEARNING SPATIAL ENVIRONMENT « Children are able to focus better than me in this open space even if it is noisy. They are more multitasking than me. They learn how to behave in those spaces, to respect the other, be silent, to negociate the space. This prepares them to some open working space. » interview of the rektor and maths teacher of Vittra Telefonplan school, 29.01.2017 « Children did not understand that it was a space for work, for them it was a huge playground. Children work better when they know what is expected of them, the classroom space allows this. Children, especially smaller kids need to appropriate a space, to refer to as their own space. » ^inter^vie^{w of the r}

ektor and maths teacher of Vittra Telefonplan school, 29.01.2017

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Wardrope West

The Tree Organic Table

Wardrope East Lysavis Window Pods

Dance Studio

Island Area

Teachers Lounge

Exhibition Area

Workshop

Canteen Area Lunch Club

Science Lab

Headmasters Office

Tower of Babel The Village

Reception The Mountain

Concentration Niches

Media Lab

The Stage Wardrope West

The Tree Organic Table

Wardrope East Lysavis Window Pods

Dance Studio

Island Area

Teachers Lounge

Exhibition Area

Workshop

Canteen Area Lunch Club

Science Lab

Headmasters Office

Tower of Babel The Village

Reception The Mountain

Concentration Niches

Media Lab

The Stage

CASE STUDY : VITTRA SKOLA TELEFONPLAN Rosanbosch architectes

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CHANGES

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6716 LONGITUDINAL SECTION DD

1 Textile workshop 6 Photography lab 7 Wood workshop

00.51.252.55 m

2 Cafeteria / Canteene 8 Learning kitchen 9 Fridge room

892 00.51.252.55 m LONGITUDINAL SECTION CC

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SITE PLAN

0102550100 m

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0251020 m SOUTH ELEVATION EASTELEVATION NORTH ELEVATION1:200

0251020 m0251020 m

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site today, currently a gas station, from the east street from the east street

from the east street, current 1rst floor plateform from the north street

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from the existing plateform from the existing plateform

from the top of the hill

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45 1 Textile workshop 2 Cafetaria / Canteene 3 Library 4 Entrance hall 5 Handcraft / Music rooms

3 00.51.252.55 m CROSS SECTION AA

12

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PLAN GROUND FLOOR

PHOTOGRAPHY LAB 140 m²

WOOD WORKSHOP

240 m² TRASH ROOM

15 m²

0 2 5 10 20 m

+ 1.20

+ 1.00

+ 0.80

+/- 0.00 +/- 0.00

LECTURE / PERFORMANCE HALL (100 SITS)

270 m²

SCHOOL LIBRARY 160 m²

PUBLIC LIBRARY 300 m²

WORK SPACE 80 m² CANTEENE

CAFETARIA 300 m²

LEARNING KITCHEN 220 m²

TEXTILE WORKSHOP

170 m² TECHNICAL

ROOM 70 m²

FRIDGE ROOM 20 m²

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PLAN 1^RSTFLOOR 1:200

C

D A

0 2 5 10 20 m

+ 3.80

ADMINISTRATION OFFICE

25 m² ENTRANCE

HALL 190 m²

SCHOOL CLOAKROOM 80 m² LECTURE /

PERFORMANCE HALL (100 SITS)

270 m² C

D B

B A

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PLAN 2^ND FLOOR

CHANGING ROOM

25 m² SHOWERS

20 m² DANCE

STUDIO 160 m²

CHORAL / MUSIC ROOM 80 m² MUSIC / GROUP

ROOM 30 m²

MUSIC / CHORAL ROOM 60 m²

HANDCRAFT SPACE 60 m²

0 2 5 10 20 m

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HANDCRAFT ROOM 60 m² HANDCRAFT

SPACE 60 m²

BALCONY ON DANCE ROOM 50 m²

TECHNICAL ROOM 90 m²

PLAN 3^RD FLOOR

0 2 5 10 20 m

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12

1316 10 School library 11 Lecture / Performance hall 12 Administration office 13 Showers 14 Changing room 15 Dance studio 16 Balcony00.51.252.55 m

14 10

1115

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CONSTRUCTION DETAIL SECTION FACADE AND PLAN

+/- 0.00 + 3.80

0 0.2 0.5 1 2 m

+ 8.00 +11.00 + 19.00

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SITE SPECIFIC TREES

MATERIAL COMBINATION

SITE SPECIFIC ROCK

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MAIN STAIRS STAIRCASE SPACE

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DANCE STUDIO

HANDCRAFT SPACES

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LECTURE / PERFORMANCE HALL

EAST ACCESS STAIRS

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NORTH ACCESS RAMP

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SITE MODEL

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SITE MODEL