‘city of the child’ - karinazarzar.com 3_verbeterd.pdfherman hertzberger was born in amsterdam...
TRANSCRIPT
daylight from top
create zones through height differences
create visibility lines
clear routing
consistent use of color
use of geometric forms
create nishes
possibility to adapt
‘CITY OF THE CHILD’
De Koperwiek 1995-1997
De Anne Frankschool 1993-1994
De Evenaar 1984-1986
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De Bombardon1993-1995
De Polygoon 1990-1992
De Apolloscholen 1980-1983
primary schools old design style primary schools new design style
BK8040 | Method & analysis zaterdag 12 novemeber 2011
MEETING PLACE
emphasize the meeting place
stimulate meetings
PERCEPTION OF THE CHILD
enhance awareness of location within the school and outside of it
make the child feel safe
ARTICULATED SPACES
stimulate different activities
enhance ability to draw back and to explore
daylight from top
create zones through height differences
create visibility lines
clear routing
consistent use of color
use of geometric forms
create nishes
possibility to adapt
Primary school | DE EVENAAR | 1984-1986 | Amsterdam Venlo | 1995-1997 | DE KOPERWIEK | Primary school
CHING_analysis analysis _CHING
CLARK & PAUSE_analysis analysis_CLARK & PAUSE
STEADMAN_topology analysis topology analysis_STEADMAN
TZONIS_FOP analysis
Form FormOperation OperationPerformance
OUEVRE_Herman Hertzberger Herman Hertzberger_OUEVRE
FOP analysis _TZONIS
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StudentKaho Ng4065719
StudentDave Letink
4191285
TeacherKarina Moraes Zarzar
Group 5
StudentYasser Hassan
4143590
StudentGerald Grootelaar
4185439
THE CITY OF THE CHILD, AN INTRODUCTION
This poster contains a comparison of two buildings, designed by Herman Hertzberger. The goal of this poster is to understand the ideas the architect had during his design proces and how these operate in his buildings. In Hertzberger’s oeuvre we discovered that he did a lot of schoolprojects and from these he especially liked the primary schools. We also discovered that he had two big design phases in his life. For these two reasons we chose two primary schools, one from his old and one from his new design style. The first is called the ‘Evenaar’ (made in Amsterdam, finished in 1986) and the second is called the ‘Koperwiek’ (made in Venlo, finished in 1997).
In his old design style he adheres the structuralistic style. This style appeared after WOII and was a reaction against rationalism. Hertzberger was one of the founders of the structuralism and made a lot of architectonical contributions to this style. In Hertzberger’s new and current design style he didn’t hold on to the structuralism so much, he made more open designs. Although he uses a different design style his point of origin haven’t changed. The users of the building will always maintain the highest priority.
CONCLUSION
As a result of this analysis of the two primary schools we noticed that Hertzberger always has three different main themes in his designs. These themes are: ‘meeting place’, ‘perception of the child’ and ‘articulated spaces’. For his first theme ‘meeting place’, he uses the centers of both schools as the meeting place. He creates this place by connect-ing the whole inner structure of spaces with the possibility to have a visual relationship with the different levels that are gathered around this space. By doing this it becomes the heart of the school. As for the ‘perception of the child’, he tries to keep the inside and outside of the building simple and clear. Inside the building he creates a routing with a clear structure and basic colors so the children can recognize the different functions within the school. For the outside of the building he keeps the forms simple by using geometric forms and forms that are drawn from these forms. In his third theme ‘articulated spaces’, Hertzberger gives the children individual and save zones. This is done by creating spaces and objects that are interpretable in several ways. Despite that Hertzberger changed his architectural style during time, the themes that are mentioned above always maintained the same. When Herman Hertzberger designs a primary school, he wants to create an environment that is challenging and at the same time comforting for the child. While doing this he keeps in mind that it is a place to learn. By applying this design philosophy he creates a ‘city of the child’.
COMPARISON
Both buildings have a central meeting place in the center of the building. All the routing within is connected through this space, so it is the space where most activity takes place. Things that give this space something extra are the visual connections created by making voids in the main structure of the building and the big amount of natural light (especially from the roof) that falls on this space. However, the meeting places differ from each other when we look to how they were created. In the ‘Evenaar’ Hertzberger adds a new volume to the building which interlocks with the two existing volumes. The space created, where the existing and new volumes intersect, is used as the central meeting place. For the ‘Koperwiek’ he uses the two existing volumes and brings them together to interlock. The overlapping part is then used as the central meeting place. When we look at the outside of the buildings we see that Hertzberger used simple, geometric volumes for both the buildings. Also he emphasizes the main entrance by add-ing a volume to it or subtracting a part from it. For the ‘Evenaar’ he does this by adding a big stair where people can also sit on and for the ‘Koperwiek’ he does this by taking an interlocking part out of the building so a little place to shelter is created. When we go inside the buildings we see a big difference between used materials. In the ‘Evenaar’ he mainly used concrete-stone and wood while in the ‘Koperwiek’ he used more modern materials like aluminum, glass and still some wooden influences.
ARCHITECT
Herman Hertzberger was born in Amsterdam in 1932. In 1958, after completing his stud-ies at the Technical University in Delft, he returned to Amsterdam to set up his own architectural office. Hertzberger states that the reconstruction after the second World War is functionalistic and not for making good nor beautiful buildings. He adheres to a structuralistic philosophy of ‘spatial possibility’ in which architecture is used to provide a spatial framework through which users influence a building’s design. He implements the principle of human relations, human measure and human scale. Hertzberger has suc-cessfully applied this socially inspired theory to a range of different school buildings, but also in houses and offices.
STRUCTURESTRUCTURE
NATURAL LIGHT
NATURAL LIGHT
BG BGSITUATION SITUATIONSTREETVIEW STREET VIEWV1 V1V2 D1 FRONT SIDE FRONT SIDED1
adjecent
common space
adjecentinterlocking space
balance
interlocking
symmetry
SPATIAL RELATIONSHIPSSPATIAL RELATIONSHIPS
SPATIAL ORGANISATIONSSPATIAL ORGANISATIONS
CONFIGURATION OF THE PATH
CONFIGURATION OF THE PATH
APPROACHAPPROACH
PATH SPACE RELATIONSHIPS
PATH SPACE RELATIONSHIPS
FORM OF THE CIRCULATION SPACE
FORM OF THE CIRCULATION SPACE
ENTRANCEENTRANCE
MASSMASS
CLUSTERED
CENTRALIZED
RADIAL
LINEAR
OBLIQUE
OBLIQUE
PASS TROUGH SPACES
PASS BY SPACES
OPEN ON BOTH SIDES
OPEN ON BOTH SIDES
RECESSED
PROJECTED
CIRCULATIONCIRCULATION
SYMMETRYSYMMETRY & BALANCE
GEOMETRYGEOMETRY
GEOMETRY
ADDITIVE LOCAL SUBTRACTIONS
ADDITIVE LOCAL SUBTRACTION
GROUND FLOORGROUND FLOOR | LEVEL 1 GROUND FLOOR | LEVEL 2 LEVEL 1LEVEL 1 | LEVEL 1 LEVEL 1 | LEVEL 2 LEVEL 2
PARTI
PARTI
HIERARCHY
HIERARCHY
ca
b
a b c
b
b
b
b
a
a
S1S1 ´
A
A
B
B
S3
S4S5S6
S1
S3 ´
S4 ´
S2 ´
S2
C
C
S8
S7
D
D
S9S9 ´
S5S6
S0 ‘
S0
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Functions
Symbols
Entrance/exit
Depart
Classroom
ToiletCoatstand areaTeachers roomCentral hallPlay areaStorageCorridor
Visualisation/audioNo access for students
Entrance playground
Arrive
Access for students and teachers
S1
Repeated cluster AA
S1 ‘
S2
S1
AA
C
S2 ‘
S1 ’
BB
C