Fig. 121
Daylight openings (skylights) in the roof and the new façade are the most distinctive and eye-catching features of this renovation project. One air-intake tower is shown in the lower picture.
This guide gives design/layout examples of elementary schools. In contrast to former times more-standardised school buildings, these days there is a greater variation in design/layout. The examples have been chosen to illustrate different models of home-base areas. Some of the concepts used in this guide are explained in Building Research Design Guide 342.205.
Large numbers of «classroom schools» are still being built, but as a result of new organisational forms and new ways of working, several examples of elementary schools designed with new floor plans and room types have been built in recent years.
Plan- og bygningsloven (pbl) [Planning and Building Code]
Teknisk forskrift til pbl (TEK) med veiledning [Technical regulations for the Planning and Building Code (TEK) with directions]
Building Research Design Guide:
342.205E Elementary school buildings. Layout and design
381.501 Skolens uterom [The school’s outdoor area]
– Lower secondary school, grades 8–10
– Completed in 2005. A school building from 1970 that has been converted into a place for the entire local community. The renewal has been quite comprehensive and the floor plan has been changed completely.
– Architects for the renewal: HUS Arkitekter AS. Specialist consultants from SINTEF
– During the period 2004–2008 Borgen Community Centre was a demonstration building in the EU project: «Bringing Retrofit Innovation to Application in Public Buildings» (BRITA in PuBs).
The canteen, special rooms and health station are at the other end of the main block. Inside the main entrance, which is centrally located, are a large vestibule and a library. Offices for administration and teaching staff, as well as some rented-out office accomodation, are situated between the main entrance and the home-base areas.
Fig. 122
Plan of main building and the gymnastics hall «Tolvkanten.» Borgen Community Centre, Asker. Architects for the renewal: HUS Arkitekter AS
Fig. 123
Internal communication area
Photo (left): Before renovation. Photo: B. Metusiak
Photo (right): After renovation. Photo: SINTEF Building and Infrastructure
In order to reduce the consumption of purchased energy, the strategy of trias energetica has been employed, i.e. first introduce energy-saving measures, then utilise sources of renewable energy and, finally, cover the remaining demand by using effective peak-load and back-up boilers. The following energy-economy measures have been implemented:
– Public enterprises and private organisations share rooms and equipment. Floorage efficiency and adaptability are factors contributing towards low resource consumption for construction and operation in a life-cycle perspective.
– Roofs and facades have been upgraded with a view to thermal insulation and air-tightness.
– Daylight has been utilised in order to reduce the consumption of electricity for lighting purposes. Daylight sensors control the use of artificial lighting. Some rooms are equipped with zone-divided control of artificial lighting. Due to new standards for the dimensioning of snow loads, the roof had to be reinforced. The core construction was retained but has been reinforced with beams. The roof surface had to be replaced, and this provided an opportunity for daylight openings/skylights, see fig. 13. The window area in the facades was increased and the windows were upgraded with a view to thermal insulation and sun screening.
– The building is equipped with five separate ventilation systems to achieve short ducting lengths and low pressure drops in the ventilation ducts. The kitchen section and health sections are the only places with conventional ventilation systems. Otherwise natural and hybrid ventilation is employed. With natural and hybrid ventilation, natural forces such as buoyancy and wind are utilised to reduce the consumption of electricity for ventilation fans. Demand-controlled air rates and heat recovery further contribute towards energy economy.
– Geo-thermal heat is utilised with the aid of heat pumps for space heating, pre-heating of ventilation air and hot water. Under normal conditions the heat pump delivers sufficient thermal energy so that the oil-fired boiler for peak loads is only used for a few days during the winter months.
Fig. 13
A wide, northwards-facing strip of glazing provides plentiful daylight to the building’s central zone. A narrow window strip facing south allows entry of some sunlight. The roof over the ventilation duct serves as a reflecting «light shelf.» Illustration: B. Matusiak
– Primary School, grades 1–7
– Completed in 1996
– Architects: Arkitektene Vis-A-Vis AS
– The school received an honourable mention at the distribution of the National School Building Award 1998. Quoting from the citation given by the panel of judges: «There is very good communication between the school’s various functions, as well as a clear and functional layout which facilitates orientation within the premises. The building has superior experience qualities with varied and exciting sequential space solutions, most attractive colour usage and a very high architectural standard.»
Fig. 222
Plan of main floor. Eberg School, Trondheim. Architects: Arkitektene Vis-A-Vis AS
Fig. 223
Main passage way with library to the left and home-base areas to the right. Photo: SINTEF Building and Infrastructure
– Primary School, grades 1–4
– Completed in 2004
– Architects: Lusparken Arkitekter AS
Fig. 322
Ground-floor plan of. Røros School.
Architects: Lusparken Arkitekter AS
Fig. 324 a
Working area in home-base area. Photo: H. Hilmersen
Fig. 324 b
Home-base area. Ramps and stairs compensates for the difference in floor levels. The staircase functions as an amphitheatre.
Photo: H. Hilmersen
– Primary School, grades 1–7, and community centre
– Completed in 1999
– Architects: Cuningham Group Architecture, Minneapolis, USA
– Local materials and work force were used in the building process, and the school serves as a shop window for promoting local products. The structural work is executed in pine, while the floors, cladding and furnishings are mainly executed in birch and pine.
Fig. 422 a
Plan. Heinävaaran koulu, Finland. Architect: Cuningham Group Architecture, Minneapolis, USA
Fig. 422 b
Middle zone. Open plan with distinct zones and communication lines. Photo: SINTEF Building and Infrastrukture
Fig. 423
Large stove/fireplace near the main entrance
Photo: SINTEF Building and Infrastructure
– Primary and lower secondary school, grades 1–10
– Completed in 2002
– Architects: Arkitema KS (previously Arkitektgruppen Aarhus)
Fig. 522 a
Floor plan of second floor. Hellerup School, Danmark.
Architects: Arkitema KS
Fig. 522 b
The central stairway. Photo: David Trood
The café, where teachers and pupils can intermingle, is on the ground floor next to the entrance hall. The school does not have its own large room solely for personnel.
The home-base areas comprise large and small room zones, and can be sub-divided with the aid of cupboards/cabinets, bookcases and screens.
Each home-base area incorporates four main functions:
– The «training zone» is situated along the outer wall. It is subdivided into three areas with the aid of moveable cabinets, bookcases and partitions. Class and group tuition is carried out here, as well as individual work.
– The «home base» is situated between the training zone and the building’s centre. Each home-base area contains three home bases, each is the assembly point for the class and is fitted out with a view to conversations, discussions and reading, see fig. 524.
– The «common surface» is situated innermost facing the building’s centre. This continuous floorage is subdivided by means of moveable storage furniture. Here there is room for group work and for gathering during breaks. Here each pupil has his/her own locker.
– A «mini-auditorium», situated centrally in each home-base area, is connected to the sitting groups on the common surface. The auditorium is bounded by a background screen.
Fig. 524
Home-base. Photo: Anker Mikkelsen
On the first floor is «Univers,» which is a place for information and work, for children and adults alike, with books and ICT equipment.
On the second floor is «Naturium,» which houses the natural-science subjects physics, chemistry and biology. Outside «Naturium» is a roof terrace with plants and a weather station. The second floor also houses rooms for technical subjects as well as «Maritime Centre» which has a view of the harbour and Øresund.
The administration is located near the entrance hall.
– Primary School, grades 1–7
– Completed in 2003. The comprehensive rebuilding of a dilapidated warehouse has resulted in a «new» school building.
– Architects: Lusparken Arkitekter AS up until the tendering phase, Næss Arkitektkontor AS (now Link Signatur AS, Trondheim Dept.) for completion of the project.
– The school received an honourable mention in connection with Norway’s «Annual National award for Good Building and Environmental Design» in 2005. Quoting from the panel of judges citation: «Malvik Municipality took a remarkable step when they found their new school site by choosing a semi-central industrial area and warehouse from the 1980s in Hommelvik. This became the setting for the new school. This shabby warehouse has been transformed into a joyful and cheerful school where the industrial building’s headroom has provided airiness and openness. Daylight enters the school building in an attractive manner. The school precincts are in close proximity to the sports centre and the River Homla, and a footpath leads into the town centre. By this means, the small town has acquired a fine and central location for an important school and local-community facility».
Fig. 622 a
Floor plan of ground floor (top) and first floor. Hommelvik School, Sør-Trøndelag. Architects: Lusparken Arkitekter AS up until tendering phase, Næss Arkitektkontor AS (now Link Signatur AS, Trondheim Dept.) for completion of the project
Fig. 622 b
Cross-section after rebuilding
Fig. 624
Left photo: The home-base areas’ group rooms are in the form of cubicles with various colours and décor. Photo: H. Solberg
Right photo: The picture shows the division between two home-base areas. The ceiling is curved upwards towards the façade to admit plenty of daylight. The glazed sections provide a certain amount of visual openness between the home-base areas. Photo: H. Hilmersen
Fig. 625
Open section of library seen from the gallery. Photo: H. Hilmersen
This guide was written by Karin Buvik and replaces the guide with the same number, issued in 1997. Henning Vik has been the project leader. Technical editing was completed in June 2009. English translation: David H Lovett MSTF
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Januar 2011 ISSN 2387-6328
Utgave | Ver | Tittel | Dato | |
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Januar 2011 | 1.0 | Elementary school buildings. Examples | ||
Tilbaketrukket
Årsak trekkes tilbake i forbindelse med revisjon av anvisning 342.205 og 342.207 |