Even during the highlight of the conflict, various educational buildings were still built throughout Israel – built buildings, which differ significantly from those we knew. These new structures are meticulously designed, unique and innovatively segmented, with the river between corridors and corridors seamless and classrooms are no longer a generic rectangles with a window. It seems that at least some of the educational institutions of the future are much more than just another brick in the wall, and as such, they can benefit the future of our children considerably.
“Childhood and youth are the periods that shape our lives in which our approach to society, the environment, order and cleanliness, beauty and aesthetics are formed. Therefore we must not underestimate the meaning of educational framework in which we have a significant part Spending our time these framework conditions play an extensive role in the design of the individual personality of each of us, ”says architect Benny Perry, partner at V5 Architects.
“Everyone who sees a school only as a collection of walls, floors, windows and doors lack other aspects of equally important aspects. For example, a student sees only the back of their classmates in a frontal seat arrangement. Many confirm that many confirm that The traditional learning experience that sits endlessly in a fixed position and is constantly difficult to concentrate on a static event, is often extremely boring and includes a desperate attempt to resist the natural human instincts to resist the environment, the light, the forms And to move and experience the world.
“In some cases, buildings above the earth are increased to create shady courtyards and roof gardens and serve as additional rooms for children. In other cases, the complex is designed for double use, which means that the activities of the community after school after school Without penetrating learning, rooms can penetrate, “explains Perry.
“The building itself and the surrounding landscape are of great importance, as are the materials that are used for its envelope and design of its products and furniture,” added Perry. “Classrooms and their surroundings have been designed spartan for decades in order to prioritize inexpensive materials for simple maintenance. Today we are striving to create more extensive environments in terms of materials, forms and colors. The student to keep it, designed and well manufactured.
As an example, Perry emphasizes the Beit-Hanina school for gifted students in grades 7-12: “The complex that we created extends in a school that is increased on columns and has created the entire ground floor into a public space The inner courtyard enables the students to enjoy the view of the windows.
According to the architect, new schools are designed in such a way that they influence generations of people who are active in a completely different environment than those that we know today: “This approach requires reinforcement of those in a technological and scientifically innovative world Throwing the qualities that are characteristic. “For example, individuality – Neding unique personal skills to achieve outstanding achievements in areas in which the students show a particular interest. This is through the assignment of personal projects on topics that are passionate from the environment and from frontal presentation areas in the classroom .
“In addition, these rooms promote autodidacticism and improve the independent learning skills of the students. One of their goals is to transform each student into a source of knowledge and a catalyst for changes. This requires access to information databases via PCs and creating an integrative environment that promotes learning at any time and everywhere.
“The social aspect is also emphasized in these complexes, and in their design we concentrate on creating spaces that promote communication between individuals and their surroundings, as well as participation in common activities. This is achieved through social meetings in informal seating Whether it is of central importance in the classroom or in a common room for the entire class level, which requires larger assembly areas within the school building.
“Openness and transparency are a new dimension in the relationship of the student and monotonous walls give the views of both internal and external landscapes.
The architect Ori Lanir, a partner of the architect Ada Karmi-Melamede company, believes that educational buildings in the community should be most important in the presence, central and public all day and even in the evening. “Schools have to stop being individual structures and should integrate additional functions that serve the community,” he explains. “Its design should be airy and transparent, there should be plenty in landscape areas and play areas between the floors.”
According to Lanir, the Ministry of Education approves the construction of schools based on a gross network ratio of 1.6, which limits the mediation rooms and leads to formula-like design. Studies show that education not only takes place in classrooms, but mainly in informal meetings of rooms – these intermediary zones.
“For example, we have designed buildings in which classrooms and activity areas support different learning formats. Despite their complexity, these transition rooms keep a quiet atmosphere in quiet speech.”
“In addition to the learning areas, there are also fist and relaxation rooms with a bean bag and pillows that create a comfortable and pleasant atmosphere. It turns out that these are exactly the rooms in which the most effective learning often takes place,” says Lanir. “Through inviting and calming architecture design, these buildings convey a feeling of respect and cultivate an unusual learning atmosphere in our region.”
As a case study, Lanir emphasizes the learning complex that his company designed at Berl College. This includes educational buildings for art and sciences: “The facades of the buildings create and close both intimate courtyards and larger public courtyards that improve the movement paths. The placement of the inputs ensures the continuity of the paths that connect the different buildings, some of which are increased, and enable the covered pedestrian ducts. “
“The facades of the buildings that we have designed, waiting zones and meeting points.
It is obvious that the various learning rooms in the complex of the company are the exact opposite of the generic classrooms that we have got used to, share and collaborative commitment, “explains Lanir.” These large spaces enable interdisciplinary projects, especially between sciences and arts, And in various areas of study. They enable various teaching methods that promote initiative and creativity is an endless, flowing environment that improves the feeling of community and curiosity, with their transparency at times reveal the activities. ”