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eas. At the centre are recreation zones and the sports hall. The integration of large volumes into the existing
surroundings, which is normally difficult with this form of layout, has been skilfully resolved here.
Both the Strawberry Vale School in Canada by Patkau Architects and the school in Vienna by Helmut
Wimmer are variations on a linear type of organisation. In the former case, the modest spatial brief and the rela-
tively small number of pupils (448) allowed a freer layout. Teaching takes place mainly in classrooms, so that
there is no great volume of traffic within the school. This is of advantage with linear forms of access. The area
with stepped seating functions as a communal zone, compensating for the lack of a recreation hall and provid-
ing direct access to the classrooms. The architectural design of the single-storey school in Vienna by Helmut
Wimmer is more restrained. The creation of courtyard spaces enables the building to be divided into a three-
bay layout with natural lighting in all rooms. Here, too, open corridor zones compensate for the lack of com-
munal spaces. Special uses are housed in separate volumes along the corridors, with glazed facade areas be-
tween these units providing visual links with the outside world. The classrooms are lined up in pairs between
the main access routes and are day lighted via the courtyard spaces. Combined linear forms of access are found
in schools with a comb-like layout or where two or more tracts meet at an angle. In such cases, it is possible to
locate central functions at the points of intersection of the tracts, and distinct teaching areas can be organized
independently of each other. The school by Benedito and Orteu is an example of this. The main entrance and
administration are located at the junction of the two wings, which contain different uses and function as sepa-
rate units. As a result, the canteen and the sports hall do not disturb lessons in the classrooms. Circulation in the
three-bay classroom tract is via an "internal street" with enclosed courtyards that allow the ingress of daylight.
In the comb-like layout of the school by Diezinger and Kramer in Eichstatt, the various tracts are united by
a spine structure. The classrooms, all of which have a south or west aspect, are linked in three-room units, with
group spaces between them. The comb-like layout also facilitated the integration of fire-escape staircases at the
requisite spacing.
The complex by Stephan Eberding is laid out with three linear tracts radiating from a central point - a hy-
brid form, in which the node serves as a common assembly hall for the separate schools housed in each of the
wings. The access routes are in the form of internal corridors with rooms laid out on both sides. By separating
the various school functions in this way, mutual disturbance is avoided. The classrooms receive daylight from
one side. Each of the three tracts has its own coloration, which serves as a means of orientation and also helps
pupils to identify with "their house". Schools with additive layouts are usually extensive, low-rise develop-
ments, in which the structure, access system and spatial distribution are closely integrated, and all realms are
linked with each other. Day lighting the internal zones is often a problem in multi-storey developments, and
repetitive spatial sequences may make orientation difficult. In the school for mentally and physically disabled
children by Gruntuch and Ernst, the layout is divided into five similar "classroom houses" linked by a linear
access route or play strip. The uniform organisation is interrupted by the great hall, which, like the colour con-
cept, provides a means of orientation. The classroom units, in which between six and eight pupils receive tui-
tion, consist of a 50 m
2
main space and a 20 m
2
group room.
The more compact volume of the five-storey, inner-city school in Basle by Miller & Maranta is vertically
articulated, with the entrance hall functioning as a distribution space for the various classroom levels. These, in
turn, are divided into four strip-like sections with an offset layout and a circulation route that meanders through
the middle. Light wells allow the classrooms to receive daylight from two sides. The many visual links and
views out of the building are also an aid to orientation. The problem of integrating the large volume of the
sports hall was resolved by burying it in the ground at the base of the building. The projects presented here not
only illustrate various layout types; they also cover a broad architectural spectrum. One thing they have in
common, though, is that they all contain exciting spatial sequences that in various ways form a stimulating en-
vironment for learning.
Vocabulary List
– a layout – схема
– an approach – метод, подход
– constraint – напряженность, скованность, принуждение
– a tier – ряд, ярус
– consent – согласие, разрешение
– recreation – развлечение, отдых
– restrained – ограниченный, умеренный
– to enable – давать возможность, уполномочивать
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