ARCHITECTURAL INFLUENCES

Ex. Couv ent Sainte-Marie De La Tourette, Le Corbusier, 195 7, France - Eveux-Sur-L’arbresle

Inspired by integration of building within the landscape, BCGZ took inspiration from La Tourette in France which sits within a very similar sloped topography, using linear concreate columns to give the illusion of the massing projecting from the hillside.

Relationship with the sloped topography. +

Use of circular windows.

Ex. Dino Gavina Showroom, Carlo Scarpa 1963, It aly - Bologna.

Several of the members of BCGZ were tutored and mentored by both Carlo Scarpa and Franco Albini and their influence is seen in a number of their works. BCGZ adopted the use of circular windows in two of their main projects including the school, a feature that was enabled by the use of pre cast concrete.

Ex. Scuola Elemen tare, Marco Introini 1971, Italy -Olgiate Comasco

Schools and especially elementary school design of the time was heavily influenced by technological advancements which allowed elements such as skylights to be used to bring light into programmatic areas such as circulation corridors. Introini’s use of a diagonal plane of skylights characterises the form of the school design and is mirrored at a smaller scale by BCGZ.

Colour palette.

Le Corbusier and other architects of the era defined a specific set of appropriate colours for use in buildings dictated by three theories, using natural colours to create atmosphere, using synthetic colours for contrast or to alter surfaces to the eye. This book of 1931 and reedition in 1956 contained 63 selective hues The building’s red hue was extracted from this palette.

Cluster plan typology.

Use Munkegaard School, Arne Jacobsen, 195 7, Denmark -Gentofte

Championed by technological advancements which allowed the standardisation of components, repeating modules became commonplace. This classroom typology was also spurred by Montessori schools alike to Munkegaard.

Circulation style.

Ex. Scuola elemen tare al quarterie Comasina 1956 Italy - Comasina, Milano

Historically education building typology consisted of classrooms laid around a spinal or enveloping corridor and circulation was very linear and programmatic. Scuola adopted a dynamic style of circulation in a cyclical flow for parent pick up and drop off.

Ex. Delf t Montessori School, Herman Hertzberger 1960 The Netherlands - Delft.

The use of split levels rose in popularity during the mid-century and was used to create zones within linear and free plan spaces made possible by increased spans between reinforced concrete structure. Scuola uses split level to divide teaching and independent Montessori learning spaces.

Use of ribbon windows.

Ex. Nyager Elementary School, Arne Jacobsen, 195 9, Denmark - Rødovre, Copenhagen

Ribbon windows and non structural external walls were made possible by the use of reinforced concrete and often used to highlight the modernity of a building and flood spaces with natural daylight. In Scuola alike to Jacobsen’s Elementary school high-level ribbon windows bring light into the deep plan.

1968

1969 - 1973

1976 - ?

? - 2007

GSEducationalVersio

In the first model submitted by BCGZ (probably the model of the competition phase), the building is already planned with 10 classrooms. The overall layout conveys a search for expressiveness and also diversifies the inevitable seriality of some components with targeted solutions: the staircases present their angled geometries, the entrances and floor passages follow the heights of the grassy slope rather than correcting it. In BCGZ’s first design, each cluster adapts to the height of the slope.

In the first construction phase, the municipality implemented seven modules; the three modules facing Corso Europa were not implemented in the first phase. The school as an architectural idea was planned by BCGZ in such a way that it can be endlessly extended linearly from the topography.

The first three modules already planned on the street Corso Europa will serve as an extension. The access corridor that connects the classrooms was extended to the south, classrooms and the vertical access including sanitary facilities were connected to it. In the second construction phase, the technical room was also installed with a low-pressure steam heater and the corresponding chimney.

The school has not been expanded since the 1970s, although this would have been in the spirit of the architects BCGZ. In the northern part of the building, the round windows were sealed. The balance of the facade is thus no longer existent and in the future it is conceivable to open the windows again. The trees in the west have grown over the building, which disturbs the lighting through the upper windows in the west. Thus the classrooms and corridor are darkened. In the course of time, it would certainly make sense to trim the trees or remove them altogether.