The project #Repensandoaescola continues to bring great news, here we leave you the video of the contest Vindevideos of the Consellería de Educación with which the C.E.I.P. Ortigueira has won second prize.
Congratulations! We continue to work with the schools to push this effort of teaching innovation.
In the third year we propose the construction of a new toilet for children. It is proposed as a project where children gives shape to one of the spaces they use daily.
The works come with surprises and the first was to find, during the demolition, clues of our industrial history in the bricks. Thanks to Miguel Díaz Rodríguez and Alberto Alonso Oro we know more about Ceramics to Caeyra, Founded by the Marquis of Riestra and suppliers of the material with which the school was built.
These bricks were reused to build the new façade, where the boys and girls design the new appliances that will define it.
The interior space is defined with curious elements and related to its future users like the exit slide that can be converted into a table in the classroom.
Education and learning are also present in the Color Lab designed to learn many things about how pigment blends work.
“Architectures Vivas” is another activity that complements and draws on the possibilities offered by the school offer. In this case it is a proposal for the program “Voz Natura”, a program of the newspaper “La Voz de Galicia” to involve the school community of Galicia in the recovery and protection of nature through annual programs developed in the centers.
In this case the creation of a shelter or nature classroom in the yard, particularly in the area most densely populated by trees of different size, one of which was dried and should be cut. It seems a good time to pay homage.
The protagonist geometric of the project is proposed; the “ear”, a polycentric figure based on three circumferences of different radius. In fact we will use the cut tree as the center of one of the circles of the ear to draw the trace of our construction.
The project will also allow us to work in collaboration with an artisan-biologist specialist in this field: Idoia Cuesta, who excelled in the field of design through the use of techniques related to traditional basketry. His work is defined as contemporary basketry and will be a cornerstone of this activity. Working with Idoia allows us to make a complete tour through the material and technical, to finish weaving our own architecture.
The technique of living structures also requires careful pruning care and subsequent replanting of wicker so that we will be sensitive to the time of year and soil moisture. It is also a way to experience the space of the new volumes proposed, the ear operation starts on the right foot!!
Among the conclusions of the analysis phase it appears as subject to solve the acoustic treatment of the dining room. It is a recurring case in many schools, the dining room is a piece that was incorporated into the building program at the request of the ANPAS and managed directly by them. His success in managing pushed the regional administration to offer this service which is currently commonly used, yet the acoustic conditions are not met.
The dining room has a very high rate of reverberation due to glass facades surrounding the space. The lack of surface absorption was resolved with the inclusion of a phono absorbent panels replicating the Lupo figures combined as a mosaic and creating a participatory activity
with children. All these activities were carried out with the support of local companies or the council works brigade leaving an open part for the child’s participation.
The aim is to create an atmosphere of participation of all users so that children themselves are able to solve the problem and understand it directly. It is a new example of action-reaction relationship between theory and practice. This activity is accompanied by lectures where acoustic concepts guided by Luis Martinez (the music teacher) are shown. The final mosaic in two colors (white-orange), reproduces different exercises which display Gestalt laws and thus play with perception. The acoustic ceiling is a new edutainment component itself.
“Lupo at the School” is a version of extracurricular workshops that come from the experience of a group of architects (sistemalupo) in annual Nenoarquitectura museum workshops and summer camps.
Ten 90-minute sessions where issues related to architecture and the arts, history or science are treated. In this program Architecture is considered the binder of many other disciplines which are being addressed in the classroom in specific ways and adapted to the academic curriculum.
This educational model based on projects of great presence in our centers is complemented by a flexible programming of lot of challenges and documentation easily appropriated by the teacher. It consists of individualized activities to be carried out with Lupo materials (Super Lupo, Eco Lupo, Lupo Plot, DIY, or virtual Lupo, our application). All material and patents are part of a larger project aimed to enter the values of the architectural discipline in education.
Following the work of artist Gordon Matta Clark, we plan an intervention on the teacher’s house as an act of reflection on how educational spaces should be in the XXI century and what role students must play in shaping these spaces. We cross the logic of educational systems to the spaces in which we educate trying to break down the walls of conventional education in a not metaphorical way.
The project is meant as a teaching unit itself where you can explain in simple terms the conical geometries derived from the different intersections of a plane with a cone. A practical approach its seaked primarily through small easily constructible models with a simple cardboard to understand the geometric rules.
Emptying cone-shaped exposed in the master’s house is intended to introduce students in geometric and mathematical concepts in a practical and fun way. The intersections of the cone with walls and floors generate geometries shaped ellipse, parabola or hyperbola.
All this implies the self transgressor effect of the artistic action. What at first looks like a collective madness ends up becoming a clear, effective action that will transform the space and make students definitely taking over it and identifying themselves with it.
The project sees education as a lifelong learning process. Demolition phases were executed by the students of a workshop school in which participants perform practices through this activity while complementing their training in masonry techniques.
Red color is assigned to all elements inside the cone or intersecting with it. Walls, ceilings, railings and lamps are capable of be painted if found inside the cone. And all this while staying within the lines drawn by the children themselves.
The final image of the intervention is set to be seen from the apex of the cone located in one of the rooms. The apex is located at the height of the student so that the work makes sense from that point of view being opencast the secret of the work as we abandon this perspective.
The whole house becomes through this operation in a play space for children which they appropriate and that so far remained unused. A new laboratory for experimentation and play.
The model on which we reflect and rethink the school is in this space in red, moving, changing… a space where we can observe from the apex of the cone like a peephole.
As a second step and in parallel to the memory maps model of the whole school is done. It is understood as a form of analysis and critical reflection on the spaces they inhabit at this stage of training. It is intended to introduce students to the concept of the scale and spatial vision and also increasing their manual skills.
The model, in any case, is an element of play and brainstorming among students. In the same way that the toy, the model encourages teamwork and collaboration.
The detail of the model allows to observe and some of the most obvious concerns appear. The main one is the need to link the two buildings for classrooms with a covered pergola and the possibility of reaching the house of the master indoor and reuse the building and cafeteria.
Interest in the recovery of underused areas within the complex and the problematic due the aerial laying of facilities or the presence of a transfromer near the school entrance are also displayed. At present the necessary steps are being taken to bury the transformer and transfer arrangements.
There is therefore a clear desire to recover the unity of complex and avoid distinctions between new and old or between the classroom and the teacher’s house. Everything is a school.