Sandra Augustyniak
Handledare/ Leif Brodersen, Univ lektor/prodekan
Supervisor Teres Selberg, Universitetsadjunkt
Examinator/ Anders Johansson, Gästlärare Examiner
Examensarbete inom arkitektur, avancerad nivå 30 hp Degree Project in Architecture, Second Level 30 credits
23 maj 2013
”Tabasam Kwa Maisha– En Kreativ Skola i Tanzania ”
” Tabasam Kwa Maisha – A Creative School in Tanzania ”
TABASAM KW A MA I S H A
SANDRA AUGUSTYNIAK BASIC DESIGN STUDIO
SUPERVISORS: LEIF BRODERSEN & TERES SELBERG KTH SCHOOL OF ARCHITECTURE MAY 2013
“In what way can the school architecture contribute to and help to enable a creative and inspiring school environment in Tanzania?”
A CREATIVE SCHOOL IN TANZANIA
Average Temperature (ºC) for Matanana 22.5
Temperature (ºC)
20.0 17.5 15.0 12.5 10.0 7.5
January February March April May June July August September October November December
Average High Temperature Average Low Temperature
Average Rainfall (mm) for Matanana 125
Precipitation (mm)
100 75 50 25 0
January February March April May June July August September October November December
Precipitation (mm) Average Rainfall Days
Average Rainfall Days
DAR ES SALAAM
IRINGA MATANANA
Tanzania is an east African country with a population of almost 45 million people from 120 different tribes. 80% of the population live in rural areas and almost half of the population is under 15 years of age.
Gold is the biggest export product, with Tanzania being the third biggest producer in Africa, after South Africa and Ghana. Other export products are minerals, industrial products, tobacco, coffee and cotton. The country mainly imports machines, vehi- cles, fuels and building materials. Although the balance between import and export is very uneven. Tanzania is heavily dependent on financial aid and loans to be able to stabilize the balance.
Tourism is an increasing income source as the country among other things offers to see wildlife during safaris, climb the moun- tain of Kilimanjaro and visit the beaches of Zanzibar.
The country is heavily affected by HIV and malaria. Another problem is the high illiteracy. After the independence from the United Kingdom in the early 1960’s Tanzania started to invest heavily on education. This made that the illiteracy decreased and in 1987 90% of the population was able to read and write.
Although in the 1990’s the economy went down which affected the school system. Less people could afford to send their
children to school and in the middle of the decade less than half of the children were able to go to elementary school and only 5%
could continue to high school. This resulted in an increase in illiteracy again.
When Tanzania got some of it’s external debt written off in 2001 the government could yet again invest in a good educational system. In 2001 the school fees for primary school were abol- ished, hence making primary school open for all children. In 2003 9 out of 10 children started school, and the goal is that every child in Tanzania will go to school by 2015.
SCHOOL SYSTEM
The education system is divided into several stages. Children of 5 to 6 years of age enter a 2 year pre-pri- mary education followed by 7 years of primary education. After that the children can go to secondary school that is divided into two parts. To start with there are 4 years of secondary school ordinary level education for ages 14-17, followed by a 2 year of secondary advanced level. After secondary school one can enter 3 or more years of university education.
There are public primary schools that are free for all children, and there are private schools that cost. The public schools have school classes of 45 children per one teacher. A problem is that this is sometimes not followed, resulting in classes of around 60 children or even more. This makes the classrooms overcrowded and the teacher cannot pay attention to each individual. Because of this it is easier for the teacher to write on the black board and let the children write if off to learn. The children are in that way only taught by repeating the teacher, not by thinking and analysing them- selves. The private schools do often have smaller classes, but as they cost they are only viable for a small part of the population.
BACKGROUND INFORMATION TANZANIA MATANANA
In the poor Iringa province, around 100 km southwest of Iringa there is the small village of Matanana. The village is positioned almost 2000 meters above sea level and has around 2000 inhabitants of which a huge amount are orphans. This part of Tanzania is one of the worst affected by AIDS, and another big problem is Malaria. In several villages in the area more than half of the population has died of AIDS. When one or both of the parents pass away the children are left with their grandpar- ents. As these are often very poor and their health is lacking they are not in the position to take care of their grandchildren.
EWOU T V A N ALP H EN AND T H E ORP HA N AGE MO Y O KW A MO Y O
In 2004 Ewout van Alphen made a visit to Matanana. He saw the need for help in the village and in 2005 he decided to start the organization Yatima Heart to Heart (yatima meaning orphan in swahili). With a background as a farmer on a biodynamic farm in Söder- manland in Sweden and as an anthroposophy in Järna he slowly started to build up the orphanage he would call Moyo Kwa Moyo (swahili for Heart to Heart). Today there are 20 children living in the orphanage and it also has a day care for 50 other children from the village. Ewout is also in charge of two other orphanages in the nearby villages Bumilayinga and Ulole.
L I NN EA Ö H M A N AN D T H E N E W SC H OOL PRO J ECT
Since a few years back, the orphanage Moyo Kwa Moyo are cooperating with the travel bureau Volontärresor which provides the orphanage with young volunteers that get the opportunity to visit Moyo Kwa Moyo and give a helping hand.
Linnea Öhman is one of them. She made her first trip to Matanana in 2009 and directly fell in love with the children and the village. She has
returned to Matanana twice since then. The last time, in February 2012 she felt the urge to do more. After visiting several schools in the area and in Dar es Salaam she saw the lack of quality in the education. That is when the idea about a new school started to take form. Not only another primary school, but an idea about a new way of teaching. With Ewouts anthroposophical back- ground and Linneas aesthetic interest the aim of the school is to teach by integrating the children in practical parts. The school classes will be smaller to give every child the attention it needs.
The school compound will have several work shops for practical education and music and dance will play a central role in the school.
A new NGO (Non Governmental Organization)
for the school has been started in Sweden and
the collecting of money to finance the school
project has already begun. The idea is that the
NGO will start up the school, but in the long run
will educate motivated local teachers and let
them take over the activity of the school.
MATANANA BUMILAYINGA
ULOLE
CONTEXT 1:20 000
DAR ES SALAAM HEKIMA WALDORF PRIMARY SCHOOL DAR ES SALAAM CHANG’OMBE PRIMARY SCHOOL MATANANA MOYO KWA MOYO ORPHANAGE MATANANA THE NEW SCHOOL SITE
MATANANA SECONDARY SCHOOL MATANANA PRIMARY SCHOOL ULOLE ITALIAN HOSPITAL ULOLE ITALIAN ORPHANAGE
Linnéa Öhman Rudolf Steiner ( W aldo rf) Minist ry of Education and Vocational Training
DESIGN PROCESS
15 children per classroom Kindergarten, pre-primary and primary school Workshops Cultivation School kitchen Assembly hall indoors or outdoors Small teachers room, no own teacher offices Colour Round forms
Brick, steel sheets and wood
Around 20 children per classroom Avoid long straigh corridors
Assembly hall is important Handicraft Close to nature
Often wooden facade and steel roof The small scale
Often organic forms and obtuse angles Often angled ceiling for good air and light
Colour Around 45 children per classroom
No indoor corridors
Burnt brick Steel sheet roofing Toilets 20 metres from school building 20 metres free zone towards the main street Around 1 m2 per child including circulation space Normal classroom 8.5x6 m = 51 m2
N ET RA GR ED NI K YR A MI RP- ER P SMALLEST CHILDREN
PROTECTED PLAYING AREA DIRECTED INWARDS GET THEIR OWN EATING AREA?
CLOSE TO TEACHERS AREA
YR A MI RP
CLASSROOMS YEAR 1-7
OPENING UP TOWARDS THE PLAYING FIELD MORE OPEN CLOSE TO WORKSHOPS
YR AR BIL P OH SK R O W GNI WE S P OH SK R O W D O O W TR A EC NEI CS CI TS E M OD CI SU M/ EC NA D WORKSHOPS
CLOSE TO PRIMARY CLOSE TO THE ROAD FOR EASY ACCESS DURING ADULT WEEKEND CLASSES QUITE OPEN TO SHOW ALL CREATIVITY TAKING PLACE
M O OR SR EH CA ET YR AS NE PSI D TEACHERS
CLOSE TO ENTRANCE FOR EASY INFORMATION TO NEW ARRIVERS AND FOR THE GUARD TO HAVE A GOOD OVERVIEW OF THE COMPOUND
LL AH YL B ME SS A
CLOSE TO ROAD FOR EASY ACCESS DURING PERFORMANCES AND ADULT WEEKEND CLASSES OFTEN BIG EMPTY COURT
YARDS AND IN BETWEEN SPACES UNINSPIRING STANDARD SCHOOL ARCHITECTURE NO FILTERING OF RAIN WATER OVERHEATING FROM SUN ON METAL SHEET ROOFS LOUD SOUND FROM RAIN HITTING METAL SHEET ROOFS OVERCROWDED CLASSROOMS
THE SMALL SCALE, MAYBE A SMALL “SCHOOL VILLAGE”?
INTIMATE COURT YARDS AND IN BETWEEN SPACES ORGANIC FORMS TO BRING A NEW ARCHITECTURAL EXPRESSION WITH FOCUS ON MOVEMENT AND FLOWS GREENERY SUSTAINABLE MATERIALS, FAST GROWING AND STRONG EUCALYPTUS OR BAMBOO!
HANDLING OF RAINWATER
ISSUES FOCUS
STUDY VISITS AND DISCUSSIONS WITH
CONCERNED PEOPLE HAVE SHOWN: AFTER ANALYSIS OF ISSUES, INPUT FROM LINNÉA, AND RULES I HAVE CHOSEN TO FOCUS ON:
FINDING FORM
+
CIRCLES WITH INNER COURTYARDS + playful round facades
+ nice protected courtyard for the kindergarten
- what happens to the inbetween spaces when the parts are so introvert?
- how does the corrugated steel sheet roofing work?
ORGANIC INDOOR SPACES +
ORGANIC ROOFS
- difficult and strange class rooms - how does it work with corrugated steel sheet roofing when organic shapes?
+ playful organic facades
STRAIGHT ANGLED INDOOR SPACES +
ORGANIC ROOFS +/- easy classrooms, but without
a twist...
- how does it work with corrugated steel sheet roofing when organic shapes?
ORGANIC INDOOR SPACES STRAIGHT ANGLED ROOFS + - difficult and strange classrooms + easy working corrugated steel
sheet roofing + playful organic facade
ORGANIC AND STRAIGH ANGLED INDOOR SPACES STRAIGHT ANGLED ROOFS +
+ playful organic facade but with some straigh rationality for good quality indoor spaces
+ straight easy working corrugated steel sheet roofing
MAIN IDEAS
GREEN ROOF
Since there are several prob- lems regarding the roof, could the implementation of a green roof system solve these?
Would they work in Tanaznia?
According to a friend studying at the School of Architecture at the Ardhi Universituy in Dar es Salaam it would work, if people have the will to main- tain it.
SCHOOL VILLAGE Implementing the small scale by dividing the program into several smaller parts could create a small school village complex with small courtyards and inbetween spaces.
ORGANIC FORMS Could shapes without straight angles contribute to create a more fluent, creative and playful environment?
LOCAL MATERIALS Use of local burnt bricks and wood. Are there any other local materials that are sustainable fast grow- ing and strong? Bamboo?
How would that benefit the design?
=
CONCEPT
4+3 = ? 4+3 = 7 4-3 = 1
I KNOW!
This plant is called Artemisia
-
DESIGN PROCESS
The School Concept
After study visits to several schools and orphanages in Tanzania, a clear building types was noticed. Build- ings are often rectangular in shape and the spaces between them are often very spacious, giving a cold and deserted feeling to the place. What if the school compound could be more like a learning centre, a small village with different functions sepa- rated in different parts? A smaller scale with more intimate in-between spaces with greenery to give the places more character.
Traditional local brick walls towards the borders of the site cut through by pas- sages would give insights towards the inside of the school complex where organic bamboo walls would give a warm and playful atmosphere. When moving in these inner walkways one can, thanks to the different distances of the bamboo canes, have a glimpse of the activity taking place in the class- rooms.
THE PROGRAM IS ORGANIZED IN DIFFERENT VOLUMES
SIGHT LINES AND ORGANIZATION ALONG A GREEN SPINE FOR CLEAR VISIBILITY AND INSIGHT INTO THE COMPOUND
HARD RIGID BRICK WALLS TOWARDS THE OUTSIDE
SOFT ORGANIC BAMBOO FACADES TOWARDS THE INSIDE
SMALL INTIMATE
GARDENS
SITUATION PLAN 1:1000
PLAN 1:400
26 25
22 23
24 21
3 4
2 1 6 7
8 9
10 11
12 +0.0 13
-1.2
14
15
16 17 18 19 20
5 27
TOMATOES
CORN SPICE GARDEN
BEANS
B B
A A
1. Info/Teachers room 2. Head teachers office 3. Storage
4. Dispensary
5. Rainwater collector 6. Pre-Primary Stage 1 7. Pre-Primary Stage 2 8. Kindergarten Stage 1 9. Kindergarten Stage 2 10. Story Telling/Art 11. Kitchen
12. Eating
13. Assembly/Eating 14. Year 1
15. Year 2 16. Year 3 17. Year 4 18. Year 5 19. Year 6 20. Year 7 21. Dance/Music 22. Library
23. Domestic Science 24. Art
25. Wood Workshop
26. Sewing Workshop
27. Rainwater collector
SECTION B-B 1:200 SECTION A-A 1:200
ENGLISH I am You are He/She/I
5+3-2=6 5+3+2=
We are You are They are
