Architectural Educational Heritage

Architectural Educational Heritage

Preservation, conservation and restoration in the historical learning spaces.

Challenges and opportunities

XLIIĂŠ Curset International Conference on Intervention in Architectural Heritage 2019.

Directors Mariona GenĂ­s Vinyals and Judit Taberna Torres

Alcalá University Auditorium 1518 Architect Pedro Gumiel.

Conservation project. 2008 Architect Carlos Clemente Source: Alcalá University

Colegio de los Irlandeses.

Alcalá University. 1645 Unknown architect Conservation project. 2000 Architects Carlos Clemente and José Luis de la Quintana Source: Alcalá University

01/23

Index 1. CONFERENCE SCOPE 2. INTEREST OF THE THEMATIC 3. OBJECTIVES 4. STRUCTURE. POSSIBLE STUDIO CASES AND SPEAKERS 5. COMPLEMENTARY ACTIVITIES 6. TEAM 7. DIRECTORS CV 8. BIBLIOGRAPHY

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1. Conference scope al-Qarawiyyin Fez University, Library. 845.

Unknown architect Conservation project.

2017. Architect Aziza Chaouni Source: CNN

From the classical world, one of the areas that has provided communities with identity over time has been education.

Beyond social ties or geographic location, having shared an education oriented to an ideal type of humanity has been and is a constant of the evolution of different cultures to the present.

However, learning has often occupied informal, itinerant, casual and sometimes unhealthy spaces. Historically chairs, lectures, classrooms, gymnasiums, etc., have been developed both in the public space: in streets, portals and porches as in private spaces: the own homes of teachers or students. Only in some cases are specific constructions made for educational use and they are not majority.

al-Qarawiyyin Fez University, Library. 845.

Unknown architect Conservation project.

2017. Architect Aziza Chaouni Source: CNN

03/23

Later, already in the Middle Ages with the consolidation of the university institutions, the first buildings of the educational type appear, first following models related to the spaces of worship, to subsequently incorporate spaces more and more specialized and already from the XVIII century and XIX also dedicated to the children’s or school setting, where architects project according to the style of each era.

We find examples that range from the gothic architecture of the medieval university campuses such as those of London, Bologna, Salamanca or Valladolid, going through eclectic and modernist architecture such as the Gaudi’s Teresianas school, to the noucentisme of Goday in Catalonia and the modern movement in all of Europe and America, where architects such as J.LL Sert, Neutra or Gropius with the Dessau Bauhaus building, among others, design schools and universities in dialogue with teaching methods, regulations, institutional policies and the social context But in addition to the diversity of styles and pedagogical programs, learning spaces have also incorporated historically different levels of approximation refered to the scale; first an urban approach in which they are inserted into the urban fabric (as in the case of university campuses and villas, but also of the spaces connected to the schools) a second level in which the envelope configures the landscape in a symbolic way (for example, the medieval watchtowers or the noucentisme sgraffiti) and finally the interior space, where on one hand we can find interactions between classrooms and communications and on the other materials, finished and furnished to support different pedagogical methodologies.

ColĂŠgio da Trinidade Coimbra University. 1555 Restoration. 2017 Manuel and Francisco Aires Mateus Source: Coimbra University

ColĂŠgio da Trinidade Coimbra University. 1555 Restoration. 2017 Manuel and Francisco Aires Mateus Source: Coimbra University

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2. Interest of the thematic Bauhaus. 1925. Architect.

Walter Gropius.

Restoration. 2017 Monika Markgraf Source: Bauhaus Web

The architectural educational heritage is characterized, to add / conjugate / contain stylistic, material and typological documental values ​​with the ones of the pedagogical use which has been developed and that has indeed, in many cases, assumed important spatial transformations over time.

Therefore, this intensive (and intentional) use poses, , conflicts between the values ​​ of the building as an architectural and pedagogical historical document (found in distributions, materials, coatings, furniture, etc.) and the adequacy of the space to reach the comfort and the necessary configurations for teaching practice.

Bauhaus. 1925. Architect.

Walter Gropius.

Restoration. 2017 Monika Markgraf Source: Bauhaus Web

05/23

On the other hand, recently, both in the international and the local scale have emerged, initiatives such as the network of historical schools of Barcelona, in which they have incorporated this enhancement of their historical spaces in the processes of learning, in collaboration with administrations and museums or cultural institutions. It starts from here, an opportunity to face the restoration of these spaces to incorporate its value as a history document into the current classroom space and in the school curriculum.

Finally, and beyond the buildings projected as schools or universities, educational spaces have continued to occupy existing buildings, some of them also with heritage values, which is a practice that currently also fulfills sustainability criteria. These interventions, conditioned by comfort needs, also raise thoughts on what values should prevail.

Glasgow School of Arts.

Architect. Mackintosh.

1897.

Conservation project.

2018 Page/Park Architects Source: School web’s

Glasgow School of Arts.

Architect. Mackintosh.

1897.

Conservation project.

2018 Page/Park Architects Source: School web’s

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3. Objectives Taliesin West Architect.

Frank Lloyd Wright. 1937 Master Plan Harboe Architects.

Source: Taliesin’s web

Taliesin West Architect.

Frank Lloyd Wright. 1937 Master Plan Harboe Architects.

Source: Taliesin’s web

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The course wants to generate, from these challenges and opportunities, a debate on the necessary enhancement of the Educational Architectural Heritage, to avoid that the transformations that take place or even the processes of ruin and abandonment, imply the loss of documentary values, but also to see methods, processes and intervention projects that have managed to incorporate these values into current educational projects.

the objectives of the proposal are: - Understand and deepen the values that historically educational buildings have.

- Analyze and discuss the limits that the regulations of use (especially those related to comfort) pose regarding documental values.

COLLEGE KARL MARX À VILLEJUIF. Architect.

ANDRÉ LURÇAT. 1933 Conservation project.

2013. Christiane SCHMUCKLE-MOLLARD Source: Web SCHMUCKLE-MOLLARD

- Debate, incorporating pedagogues and architects, from restoration and intervention projects in school buildings and universities, how the pedagogical practices have influenced the transformations that have been carried out.

- Identify the challenges of the future of restorations and interventions in the learning spaces in historic buildings.

COLLEGE KARL MARX À VILLEJUIF. Architect.

ANDRÉ LURÇAT. 1933 Conservation project.

2013. Christiane SCHMUCKLE-MOLLARD Source: Web SCHMUCKLE-MOLLARD

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4. Conference structure Archiginnasio di Bolonia Palace. Architect. Antonio Terribilia, 1563.

Source: Palace web

The conference is structured in three parts. The first one is introductory and is related to the contextualization and historical definition of the educational type, in which some cases of local interventions and restorations will be visited.

In this first part the conference will deepen into the particularities of the type of educational building and its evolution over time depending on the different scales (urban environment, building, classroom / furniture / coatings / finishes, etc.) and the social and pedagogical, regulatory implications. The papers in this part will focus on analyzing cases in which this typological evolution is observed.

Archiginnasio di Bolonia Palace. Architect. Antonio Terribilia, 1563.

Source: Palace web

In the second part, the conference will follow a chronological structure that will begin in the first spaces of knowledge.

There will be conservation and intervention, examples in historical learning spaces projects from the ancient world to the twentieth century. In this part we will see cases in which the evolution of the teaching use has altered or maintained the historical types in some of the different scales, in front of other cases in which the high value of the space has made it practically become a museum.

Always following this chronological structure, in this part, we will see which are the practical aspects that affect the restoration projects in this type of space according to the scale in which they are related to.

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and Possible Studio Cases Depending on the scale, there will be presentations of urban intervention projects, where the challenge has been to design new connections between university campuses or schools with the urban network; cases involving the building type, in projects of architectural intervention where current standards of educational and comfort needs have caused spatial changes and additions to historical distributions with high documentary value and finally cases of conservation projects in interior spaces (sgraffitos ,paintings, coffered ceilings and furniture) made with historical techniques that in their time had a lot of relevance for the original educational space, often the result of the relationships between architects and pedagogues.

To finish and face the challenges of the future, the third conference part will seek how current pedagogical projects take advantage of heritage buildings in which existing spaces become an opportunity, either because of their insertion in the urban fabric or as a possible pedagogical stimulus. This last part will conclude with a round table of transdisciplinary experts (restoration architects, administrations, pedagogues, etc.) in which the future potential of this architectural type will be analyzed (the continuity versus converting into a museum, or a change of use) and which are the technical and methodological needs to face the restoration projects.

Institución de Libre Enseñanza. McPherson Pavilion. Architect Joaquín Kramer. 1908 Rhabilitation and extension project. 2014.

AMID[cero9]-Cristina Díaz Moreno & Efrén García Grinda architects.

Source: ILE’s web

Institución de Libre Enseñanza. McPherson Pavilion. Architect Joaquín Kramer. 1908 Rhabilitation and extension project. 2014.

AMID[cero9]-Cristina Díaz Moreno & Efrén García Grinda architects Source: ILE’s web

10/23

Structure Interior space in Pere Vila school in Barcelona.

Architect. J, Goday. 1931

FIRST PART. Contextualization and historical definition of the type

Conservation project: Architect Marc Cuixart Goday. 2016

THURSDAY MORNING / LOCAL CONTEXT

Source: book “Josep Goday Casals.

Arquitectura escolar a Barcelona. De la Mancomunitat a la República.”

Visit to some of the following recently restored schools in Barcelona: _Ramón Llull school _Verdaguer Institute _Lluís Vives school _Collaso i Gil school THURSDAY EVENING/ HISTORICAL DEFINITION OF TYPE Introductory lectures Possible papers: _Evolution of the educational architectural type and its characteristics. Historical and normative framework. _Historical relationship between pedagogy and learning spaces.

11/23

_The reconstruction project of l’Escola del Mar in Barcelona.

Architect Marc Cuixart.

Projects, studio cases, speakers SECOND PART chronological evolution FRIDAY MORNING / THE FIRST EDUCATIONAL BUILDINGS

FRIDAY AFTERNOON / THE EVOLUTION OF THE EDUCATIONAL BUILDINGS TOWARD SPECIALIZATION

From the ancient world to the fifteenth century

Beginning of the school Institution and rebirth of the modern University. From the 16th to the 20th century.

Urban intervention projects in medieval university campuses.

Adaptation projects for current educational use in historical spaces such Paraninfos.

Possible conservation or intervention projects: _The King’s School. Canterbury _Mustansiryia University. Bagdad _Fez University Library _San Isidro school. Madrid _Escuelas Mayores de Salamanca

Conservation and intervention projects in increasingly specialized university buildings, such as workshops, laboratories, etc.

Possible conservation or intervention projects _Alcalá University _Cervera University _Humboldt school. Berlín _Dessau Bauhaus

_Bolonia’s Archiginnasio Palace DINNER

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Structure School Pavillion Arenys de Mar. Architect. Josep Lluís Sert, 1937.

Conservation Project.

2003. Escola Taller Sert.

Source: Arenys de Mar town hall’s web

SECOND PART chronological evolution SATURDAY MORNING / THE INFLUENCE OF PEDAGOGICAL INNOVATION. ELEMENTARY SCHOOL BUILDINGS 19th and 20th centuries, the specialization of the school building. International style, art deco, etc.

Malagrida school. Olot.

Architect. J, Goday. 1928.

Conservation Project.

1982.Architect Arcadi Pla. Source: Arcadi Pla web

Conservation, Intervention or expansion projects in historic schools and educational buildings that were already designed based on innovative historical pedagogies (Montessori, Pestalozzi, etc.) and that must adapt to the current regulations. (Restorations of Goday in school groups in which historical types and distributions have been preserved on a building scale and even in interior spaces).

Restoration and adaptation of J.LL Sert’s school in Arenys de Mar in which the original configuration has been partially recovered _Noucentista schools designed by J. Goday. _Arenys de Mar school designed by Josep Ll. Sert. _Girona’s music school designed by Rafael Massó _Mac Pherson Pavillion in Madrid.

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THIRD PART SATURDAY AFTERNOON / NEW CHALLENGES

Maravillas School.

Architect. Alejandro de la Sota. 1962.

Source: Alejandro de la Sota Foundation.

Future challenges. Historical learning space as a learning opportunity.

Universities or Schools that have chosen historic buildings to incorporate new pedagogical programs, understanding these spaces as an opportunity for their programs _Granada School of Architecture in a 16th century former Military Hospital _Colegio da Trindade in a 16th century church. Coimbra. _ Music school in Palau Oriol, Tortosa _Casa de la convalescencia in Vic

Granada School of Architecture. 16th century Former Military Hospital Restoration . 2015. VĂ­ctor LĂłpez Cotelo Source: Web Arquitectura y Empresa.

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Casa de la Convalescencia in Vic. Vic University Rectorship. 18th century Restoration project. 2012.

Vives Bassa Ayala, SCP Source: Web UVIC.

Casa Encesa. Girona music school. Architect Rafael Masรณ 1914 Restoration. 1995. amm arquitectes Source: ammarquitectes Web

Sant Gregori school (Girona). Architect Rafael Masรณ. 1909 Restoration project. 1980 Source: Rafael Masรณ Foundation

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Structure 1. CONTEXTUALIZATION AND HISTORICAL DEFINITION OF THE TYPE

2. CHRONOLOGICAL EVOLUTION

3. NEW CHALLENGES

Thursday morning

Thursday afternoon

Friday morning

Friday afternoon

Saturday morning

Saturday afternoon

Local context

Historical definition of the type Theoretical / normative / pedagogical framework

The first educational buildings From the ancient world to the 15th century

The evolution of specialization.

From the 16th to the 20th century

The influence of pedagogical innovation. Elementary school buildings.

Historical learning space as a learning opportunity

Visit to some historical schools in the city

Possible visits

Possible introductory lectures

Ramón Llull school/ Verdaguer Institut/ Lluís Vives school/ Collaso i Gil school

Reconstruction project of the Goday’s Escola del Mar in Barceloneta.

Architect Marc Cuixart.

Possible conservation or Possible conservation or intervention projects intervention projects The King’s School.

Canterbury/ Mustansiryia University. Bagdad/ Fez library University/ Salamanca Escuelas Mayores

Alcalà University/ Cervera University/Humboldt school. Berlín/BK-City, Dessau Bauhaus conservation project. Architect Monika Markgraf

Possible conservation or intervention projects Goday noucentistes schools/ Josep Ll. Sert Arenys de Mar de Josep Ll. Sert/ Rafel Massó music school in Girona/ Mac Pherson Pavillion in Madrid.

VISIT

Sunday morning Visit to Vic and its surroundings.

Possible conservation or intervention projects Granada Architecture School de Granada in the old former military hospital / Colegio da Trindade in a 16th century church in Coimbra / Music school at the Palau Oriol, Tortosa / Vic convalescence house

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5. Complementary act.

Bauhaus room in Dessau where we will stay during the trip Source: Bauhaus web

Dinner Dinner is proposed in an emblematic historical educational building as the Municipal Conservatory of Music of Barcelona, work of the architect Antoni Falguera.

Travel

Centenary of the bauhaus. Berlin.

It is planned to make the trip to Berlin and Dessau, where we will visit the restored buildings of the Bauhaus in the year of its centenary, as well as historical educational centers such as the University of Humboldt or the Freie Universitat in Berlin.

Source: web Bauhaus.

Previous visits Throughout the year there will be visits to historical educational buildings, such as the educational complex of the Laboral in Tarragona, the art school in the former convent of Alcover, the University of Cervera, the Rafael Masรณ schools in Girona, or the spaces of the University of Vic in the House of Convalescence, among others.

17/23

Publication

Humboldt University.

Berlin, 1810.

A publication will be prepared with all the papers presented during the conference.

Source: University web

Exhibition It is proposed to make an exhibition, active during the conference, on the evolution of historical learning spaces.

The material will be developed during a workshop that will take place in the summer of 2019, where students of architecture, design, pedagogy and teaching will participate.

Barcelona music Conservatory Architect Antoni de Falguera 1928 Conservation project.

2016. Marc Cuixart Source: Barcelona Music Conservatory

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6. Team Glasgow School of Arts.

Architect. Mackintosh.

1897.

Conservation. 2018 Page/Park Architects

Directors Mariona Genís Vinyals (Phd Architect) Judit Taberna Torres (Architect)

Source: School web

Collaborators Victoria Bassa Garrido (Architect) Laia Caparó Ferrant (Architect)

Bauhaus. The Triadic Ballet.

Artist: Oskar Schlemmer Photography: Ernst Schneider, 1927 Source: Web Bauhaus

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Student Doris Österle (Design student)

Possible sponsors Catalunya Autonomic Government Barcelona Town Hall

Escola del Mar. Barcelona. Architect. J. Goday. 1922.

Destroyed in 1938.

Source: Barcelona Town Hall

Barcelona, Tarragona, Lleida and Girona Deputation

Diffusion

Thematic web pages, social networks, specialized press, generalist media, etc.

Bauhaus lesson. Dessau: Photography:Pius Pahl, 1930/1931 Source: Bauhaus web

20/23

Mariona Genís Vinyals CV Portfolio https://issuu.com/mariona_genis/docs/1805_portfoli_v2-issu

Academic CV https://issuu.com/mariona_genis/docs/1805_genis_mariona_ cvaqu_catal__ea789d771fdc31

PhD in Architecture at the Universitat Politècnica de Barcelona with the doctoral thesis “The Training of Restorative Architects. Development of a didactic model.

“Postgraduate course in Restoration and Rehabilitation of the Architectural Heritage: From the structural constructive analysis to the intervention technologies by the UPC and 60 ECTS of the University Master’s Degree in Architecture Technology (MUTA) from the UPC. Professional.

From 2001, she shares her studio with Jordi Planelles Salvans.

Her professional activity ranges architectural projects and interior design in several media, and the restoration of cultural goods of national and local interest. She is a member of AADIPA (in Catalunya Architectural Association) and of the Directing Council of the Restoration Partal Academy.

Profesional web www.agparquitectes.com Teaching.

She is an aggregate professor at the Design Degree and coordinator of the Pedagogical Innovation area in BAU, Design College of Barcelona (UVIC-UCC). She is professor and coordinator at the Master Degree: Restoration and Rehabilitation of the Architectural Heritage: From the structural constructive analysis to the intervention technologies of the UPC School

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Research Her research is linked on the one hand to teaching innovation in the fields of architecture, architectural restoration and design and on the other in methods of architectural restoration. She coordinates the Pedagogy and Design line of the research group GREDITS (Research Group in Design and Social Transformation) in Bau University Design Center (UVIC-UCC).

She is a collaborator in the Emerging Group of the UPC GILDA (Group for Innovation and Teaching Logistics in Architecture). In GILDA she is a member of the scientific committee of the Conference on Teaching Innovation in Architecture (JIDA), of which five editions have already taken place. She has participated in international seminars and congresses and in research projects financed nationally. She has been invited to give conferences on teaching innovation and architectural restoration at the UPC, at the Catalonia Architectural Association, UNACH and UDG (Mexico), among others.

Judit Taberna Torres CV Portfolio https://issuu.com/judit_taberna/docs/portf_square

She is Architect by the School of Architecture of Barcelona (ETSAB), postgraduate in Architecture and Sustainability by the Sert COAC School and postgraduate in Photography and Design by ELISAVA (UPF), currently completing her doctoral thesis in the Department of Architectural Representation at the ETSAB, UPC. Member of AADIPA. Professional.

Architect specialist in building restoration and rehabilitation projects. Second prize in the Europan 9.0 contest, with the “Huertos” project in Soria.

Research She works in two research fields: one related to photography, architecture and graphic expression, and another one of teaching innovation and learning spaces, within the Emerging Group of the UPC GILDA (Group for Innovation and Teaching Logistics in Architecture). In GILDA, she is the organizer of the Conference on Teaching Innovation in Architecture (JIDA), of which five editions have already taken place. Member of the research project of the COAC, in the district of Les Corts, of Measures in the Medieval World. It is also part of the research project: Integrate and promote global issues to scientific-technical education of which the UPC, the research group Engineering Sciences and Global Development and the City of Barcelona are members.

Teaching.

Associate Professor in the Department of Graphic Representation (RA) in the ETS of Architecture of Barcelona (ETSAB-UPC) since 2008, of the subjects of Drawing-I, Architectural Representation I and tutor of Final Degree Projects.She is also Teacher this 2018-19 part-time course of the Llotja School of Barcelona in different Training Cycles.

She has been a teacher of the ESDAP Deià in the degree of Interior Design and in the School of Work in Barcelona in the Training Cycle of Building and Civil Works. He has given workshops in different schools of architecture: BAU International Bahçesehir University in Istanbul (Turkey), Hochschule für Technik in Stuttgart (Germany), Kauno Technologijos universitetas in Kaunas (Lithuania) and University of Ljubljana Fakulteta za arhitekturo in Ljubljana (Slovenia). She also participates as a teacher of the workshop of the ETSAB summer program “Step by Step” since 2004 Exhibition curator (2018) Exhibition “Measures of the Medieval” in the exhibition space of the City of Barcelona in the district of Les Corts along with Kim Lloveras, Victoria Bassa and Nuria Ayala. (2015) Exhibition “of the experience of the great depth” in the Hall of the ETSAB, Curator of the exhibition and realization of the photographs that were exhibited in the Joan Miró Foundation of Barcelona.

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8. Bibliography Balsera, P.D. y Garmendia, L.M.N., 2016. Espacios y patrimonio histórico-educativo.

Donovan, J.J., 1921. School architecture : principles and practices. New York: The Macmillan company.

Bonet Correa, A., 2014. La arquitectura y el urbanismo de la Universidad. CIAN-Revista de Historia de las Universidades, 17(1), p.23–30.

Hertzberger, H., 2008. Space and learning : lessons in architecture 3. Rotterdam: 010 Publishers.

Calvo-sotelo, P.C., 2011. La evolución histórica del espacio físico de la universidad. Madrid: Dykinson Campos Calvo-Sotelo, P. y Cuenca Márquez, F., 2016.

Memoria e innovación en los espacios físicos de enseñanza/aprendizaje de la educación superior. La transformación del límite como respuesta de la Arquitectura a la innovación docente. Historia y Memoria de la Educación, 0(3), p.279.

Cubeles i Bonet, A., Cuixart Goday, M., Capsada, J., Ribalta, M., Ainaud de Lasarte, J.M., Bohigas, O., Darder, P., Mayos Solsona, G., Barral i Altet, X. y Pascual, E., 2008.

Josep Goday Casals : arquitectura escolar a Barcelona de la Mancomunitat a la República. Barcelona : Ajuntament de Barcelona, Institut d’Educació.

Díaz Lavado, J.M., 2001. La educación en la antigua Grecia. en: III Jornadas de Humanidades Clásicas Almendralejo. Almendralejo: Junta de Extremadura.

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Jiménez-Landi, A., 1996. La Institución Libre de Enseñanza y su ambiente. Ministerio de Educación y Cultura.

Morrison, G.B., 1900. School architecture and hygiene.

New York: Department of Education.

Rodríguez-San Pedro Bezares, L.E., 2002. Historia de la Universidad de Salamanca. Estructuras y Flujos. Salamanca: Ediciones Universidad de Salamanca.

Toran, R. y Cañellas, C., 1973. Evolución del edificio escolar público en Barcelona, 1900-1936. Universitat de Barcelona.

Viñao Frago, A., 1993. Del espacio escolar y la escuela como lugar: propuestas y cuestiones. Historia de la Educación, XII, pp.17–74.

Thank you!

XLIIĂŠ Curset International Conference on Intervention in Architectural Heritage 2019.

Directors Mariona GenĂ­s Vinyals and Judit Taberna Torres