Современная архитектура и строительство. Рябцева Е.В - 26 стр.

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cal aspects came to assume a greater role. Schools for all-day instruction were required to provide a place of
education separate from the parental home. Imparting knowledge became part of the production process, and in
the end, teachers and children were cut off from the outside world in artificially lighted and ventilated "produc-
tion spaces".
During this period, we were commissioned to design the school "In den Berglen" in Oppelsbohm as a cen-
tral facility serving a rural catchment area with four smaller communities. The brief required that the partitions
between classrooms could be easily moved to allow the creation of larger or smaller spaces. In other words, one
wanted a building that would meet all possible contingencies, even hitherto unknown ones. We met these re-
quirements minimally, while attempting to implement our own ideas of democratic architecture.
Our approach was based on a concept of mutual respect and individuality in a society with common values,
yet free of compulsion. One expression of this was, that the teaching spaces should not be standardised. They
derive their quality from their situation and the special functions they have to fulfil. The areas commonly taken
up by long, boring corridors were combined to create a hall space around which the classrooms are laid out. Ex-
ternally, the building has an introspective appearance; internally, it is open and multivalent in nature, accom-
modating many school activities as well as providing space for local societies and groups.
In the late 1950s, we planned an elementary school in Lorch; and at the beginning of the 70s, the same mu-
nicipality commissioned us to design a secondary school "Auf dem Schafersfeld", an elevated area of land over-
looking the town. Again, the classrooms are laid out around a two-storey hall space, and the rooms are not rec-
tilinear. In other respects, though, the details differ from the "In den Berglen" structure. On the ground floor,
the ring of spaces opens out to the north, where the main entrance, special classrooms, teachers' areas and other
zones are situated. Although the geometry of the load-bearing structure lends the development a strict underly-
ing order, the subordinate systems do not have to follow this.
At the beginning of the 1980s, we realised a further secondary school on the Schafersfeld. The distinguish-
ing qualities of this building are a sensible use of materials, a logical form, and diversity in unity. Underlying
this concept, there was also the aim to make all the elements of the building individually legible. Instead of
choosing a circular form, which had caused certain problems in the earlier school In den Berglen, we based the
layout on an equilateral triangle, a geometric shape that, in its own way, is as "self-centred" as the circle and
that imposes similar demands. The triangular hall again forms the centre of the complex. Here, however, the
classrooms are laid out on only two sides - those that offer beautiful views over the Rems valley, the town of
Lorch, and Hohenstaufen. Along the third, north-facing side of the triangle, there is a broad glazed wall,
through which the hall space opens on to the Schafersfeld and the nearby Swafeferx Forest.
The more recent school buildings we have created are, of course, based on experience gained in those early
years. The school for the educationally disabled in Bad Rappenau (1991) lies in a long, green meadow close to
the town centre. We inserted the structure into the gently sloping site in such a way that each of the two storeys
would be directly accessible from ground level. The strongly articulated layout is an expression of the internal
situation. The various rooms are divided into small tracts that are oriented to the outside world, to the sunshine
and the meadows. Internally, these spaces enclose a small hall, which forms the focus of the school.
The commercial training college in Ohringen (1993) is also located in meadow-like surroundings. Here,
however, the situation on the outskirts of town is dominated by quite different elements: the Heilbronn-
Nuremberg autobahn, a shopping centre and a number of trade undertakings. In this heterogeneous environ-
ment, we planned an autonomous complex that is itself meant to lend a new character to the location. The tall,
two-floor circular structure on a plinth storey turns its back on the autobahn and addresses the town. The class-
rooms are oriented to the outside. Within the circular structure are stairs, ancillary Maces and a large, three-
storey hall. The egocentric nature of circular forms tends to impose its own laws on subsidiary elements, and a
large part of the design work was a product of the dialectic with these constraints. Since the glazed facade to the
internal courtyard had a closed appearance, the painter Erich Wiesner was commissioned to dissolve this skin
visually with a bold colour design to the dividing walls between the classrooms and the corridor.
The new St. Benno Gymnasium in Dresden, erected in 1996, occupies a site subject to heavy traffic distur-
bance. The classrooms, screened by a long wall, turn their back on the noisy road and are open to the west. On
the upper levels of this four-storey building, the rows of classrooms are articulated into three groups. To the
west, the teaching spaces are faced by tall blocks of flats. To ameliorate this situation, the classroom tracts were
turned slightly away from the housing development, thereby avoiding a direct confrontation. The main entrance
is set back somewhat from the major road junction, creating an open space that mediates between the traffic and
the school. The animated plan form and the colour design by Erich Wiesner were also generated by the specific
circumstances of the location. In the St. Benno School, art achieves a high degree of autonomy. It is no longer a
mere accessory to the architecture, but may be seen as a work in its own right. The form of the new Montessori

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