Prostori učenja u tranziciji / Learning spaces in transition

4

2

3

1

5

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

impressum Prostori učenja u tranziciji / Learning Spaces in Transition Glavni urednik / editor-in-chief Fedja Vukić nakladnik / publisher Sveučilište u Zagrebu, Arhitektonski fakultet Studij dizajna / University of Zagreb Faculty of Architecture School of Design UNICEF Programska divizija/Programme Division Sekcija za edukaciju/Education Section Carlos Vasquez za nakladnika / for the publisher mr.sc. Boris Koružnjak prof. Stipe Brčić recenzenti / reviewers prof. Veljko Olujić prof. Mladen Orešić

Izvršno uredništvo / Executive editorial board Ivana Fabrio Zlatko Kapetanović Vanja Rister Mia Roth Čerina Tekstovi / texts Nikola Arambašić, Ana Armano Linta, Marta Birkić, Stipe Brčić, Nikola Brlek, Niko Crnčević, Nika Dželalija, Ivana Fabrio, Viktorija Jagodić, Petra Jelaska, Zlatko Kapetanović, Boris Koružnjak, Stanislav Kostić, Dora Lončarić, Iva Martinis, Aleksandra Matijašević, Maja Milojević, Ivona Miloš, Lucija Nićeno, Ena Priselec, Samra Rahmanović, Vanja Rister, Mia Roth Čerina, Ana Šolić, Carlos Vasquez, Petra Vrdoljak, Fedja Vukić, Ivan Vukmanić, Pero Vuković

dizajn / design Luka Reicher tipografija / typography Typonine Sans Pro papir / paper Munken Lynx tisak / print Printera naklada / print run 500 Knjigu je za objavu prihvatilo Povjerenstvo za nakladničku djelatnost AF na sjednici održanoj 19. 02. 2014. isbn 978-953-6229-98-7

Hrvatska lektura i korektura / Croatian proofread Andrea Marić Prijevod na engleski / english translation Hrvoje Čargonja Engleska lektura / english proofread Ray Fletcher Fotografije / photography Domagoj Kunić Marina Paulenka Adriana Pavelić Vanja Rister

cip zapis dostupan u računalnome katalogu Nacionalne i sveučilišne knjižnice u Zagrebu pod brojem 871103 Zagreb, veljača 2014. © Sveučilište u Zagrebu, Arhitektonski fakultet, Studij dizajna

CONTENTS

17

UVODNO O RADIONICI

17

INTRODUCTION ON WORKSHOP

19 25 35 41

RADIONICA ZA STVARNI SVIJET Prostori učenja u tranziciji – zašto i kako? opis radionice Kronologija radionice

19 25 35 41

A WORKSHOP FOR THE REAL WORLD Learning spaces in transition – why and how? workshop description Workshop Timeline

45

TRENUTNA STANJA ŠKOLA I PRIJEDLOZI RADIONICE

45

CURRENT SCHOOL CONDITIONS AND WORKSHOP PROPOSALS

47 55 77 97 117 139

Uvodni tekst mentora Područna škola Treštanovci Područna škola Tekić Područna škola Trapari Područna škola Toranj Područna škola Skenderovci

47 55 77 97 117 139

MENTORs' introduction DISTRICT SCHOOL TREŠTANOVCI DISTRICT SCHOOL Tekić DISTRICT SCHOOL Trapari DISTRICT SCHOOL Toranj DISTRICT SCHOOL Skenderovci

161

PREDSTAVLJANJE PROJEKATA S RADIONICE

161

PRESENTATIONS OF WORKSHOP PROJECTS

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

SADRŽAJ

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

Workshop was organized by Radionicu su organizirali

7

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

2

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

3

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

3

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

2

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

1

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

2

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

4

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

1

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

INTRODUCTION ON WORKSHOP UVODNO O RADIONICI

17

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

18

A WORKSHOP FOR THE REAL WORLD

Upoznajući se s iskustvima UNICEF-ovih intervencija u skrbi za kvalitetniji životni standard djece, posebno u kriznim područjima, nastala je ideja o organizaciji radionice Prostori učenja u tranziciji koja bi rezultirala prijedlozima poboljšanja neadekvatno iskorištenih i neopremljenih prostora osnovnog obrazovanja. Takva tema usko je povezana s jednim od akutnih problema današnje civilizacije vezanim uz djecu, a to je nemogućnost ravnopravnog pristupa edukaciji, znanju, a time i kreativnom i razvojno orijentiranom društvu u određenim dijelovima svijeta.

After being introduced to the experiences of UNICEF interventions for higher quality life standards for children, especially those in crisis areas, an idea to organise the workshop Learning Spaces in Transition arose. Such a workshop should bring forth results and suggestions for the improvement of inadequately used and ill-equipped spaces of elementary education. This topic is tightly linked to the acute problem of today’s civilization involving children, namely the unequal access to education, knowledge and to creative and development oriented society in certain parts of the world.

Problem s prostorima za učenje u Hrvatskoj je donekle posebniji jer, iako je Domovinski rat u devedesetima završio, njegove snažne društvene posljedice kao i promjene u fizičkom prostoru osjećaju se još i danas. Među tim posljedicama svakako su i depopulacijski trendovi u pojedinim dijelovima Hrvatske, i s time povezane sve manje mogućnosti lokalnih samouprava da ulažu značajnija sredstva u održavanje školskih prostora.

Kako u sustavu Sveučilišta u Zagrebu postoje institucije koje se bave edukacijom arhitekata, dizajnera i djelatnika u javnom zdravstvu, pokrenuli smo radionicu u suradnji s UNICEF-om, a s namjerom da se fokusiramo na dio problema iz realnog života i tako studentima pružimo dodatno iskustvo edukacije koje će svakako utjecati i na ishode učenja. Lokalnoj zajednici nude se projektne ideje poboljšanja školskih prostora kao i ideje integracije školskih prostora u život zajednice. Poboljšanjem

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

RADIONICA ZA STVARNI SVIJET

The problem with learning spaces in Croatia is somewhat specific. Although the 1990’s War for Independence ended, its powerful social consequences as well as changes in physical space are still felt to this day.

One of these consequences is the depopulation trend in certain parts of Croatia, which means less possibility for local governments to invest more significantly in the maintenance of school spaces.

As with the University, there are institutions concerned with the education of architects, designers and public health workers; we have initiated a workshop in collaboration with UNICEF with the intention of focusing on certain parts of the problem from real life, and in this way permit our students an additional experience of education that will most certainly influence outcomes for learning. The local community is offered project ideas

19

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

for improvement of school spaces, but also with ideas for the integration of these spaces into community life.

Thus, why we believe that the portfolio of ideas from this workshop will offer good grounding for the upgrade of specific projects that may be applied to EU programmes.

Cilj nam je da tijekom nekoliko godina istraživački i projektno obuhvatimo većinu hrvatskih županija u kojima postoje problemi sa substandardnim školskim prostorima. U tome ćemo koristiti iskustva i ekspertizu internacionalnih stručnjaka te razvijati inovativne metodološke pristupe u interdisciplinarnom povezivanju znanstvenih i umjetničkih metoda. U razvoju suradnje s UNICEF-om nastojat ćemo povezati i regionalne aktere na prostoru jugoistočne Europe, Balkana i Bliskog istoka u domeni arhitekture, dizajna i javnog zdravstva, kako bismo potaknuli istraživanja u svrhu stvaranja novog pristupa u osmišljavanju boljih prostora za učenje tamo gdje postoji realna životna potreba za intervencijom takvog tipa.

It is our aim that, over several years of research, we will have data on most Croatian counties in which there are problems with substandard schools. To achieve this, we will use the experiences and expertise of international professionals and will develop innovative methodological approaches in interdisciplinary interlinking of scientific and artistic models. In further collaboration with UNICEF, we will strive to connect regional players across south-eastern Europe, the Balkans and the Near East in the areas of architecture, design and public health. The aim is to stimulate further research in order to create new approaches in developing better spaces for learning, where there is real need for intervention of that type.

U uvjerenju da društveno angažirana arhitektura i dizajn daju realne prinose razvoju zajednice, predstavljamo vam rezultate prve radionice Prostori učenja u tranziciji.

With a conviction that socially engaged architecture and design are providing real contributions to community development, we present the results of the first workshop ‘Learning Spaces in transition’.

Zagreb, prosinac 2013.

Zagreb, december 2013.

prof. mr. sc. Boris Koružnjak, dekan Arhitektonskog fakulteta

Professor Boris Koružnjak, Dean of the Faculty of Architecture

prof. Stipe Brčić, voditelj Studija dizajna

Professor Stipe Brčić, Head of the School of Design

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

školskih aktivnosti tako bi se dodatno aktivirao i život lokalne zajednice i zato vjerujemo da će portfolio ideja s ovogodišnje radionice biti dobra osnova i za nadogradnju pojedinih razvojnih projekata u apliciranju za EU programe.

21

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION 23

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

1

LEARNING SPACES IN TRANSITION – WHY AND HOW?

Prije godinu dana ne bih ni pomislio da vrijedi spašavati čitavu školu radi jedne učenice. Nisam pomišljao na to da bismo spašavajući školu zapravo mogli spasiti čitavo selo, kulturno naslijeđe, poboljšati okoliš za učenje i zorno pokazati toj jednoj učenici da nije sama. Godinu kasnije tu mi je viziju i novi put pokazala grupa mladih studenata u Hrvatskoj.

A year ago, I never imagined that saving a school for one student was cost effective. I never imagined that by saving a school we could actually save a village, save the cultural heritage, improve learning environments and tell one student that she was not alone. A year later, I was shown a vision and a new path by a group of young university students in Croatia.

U zadnja tri desetljeća svijet se pomaknuo bliže ideji globalnog sela. Obećanje demokracije, jednakog pristupa društvenim uslugama i boljem životu bile su neke od poruka na zastavi koja je predvodila društvenoekonomski i politički pokret. Na nesreću, rezultate su narušili nepredviđeni ishodi.

Over the last three decades, the world has moved towards the idea of a global village. Promises of democracy, equal access to social services and a better life were some of the messages on the banner that led the socioeconomic and political movement. Unfortunately, the results are plagued with unpredicted outcomes.

Samo u Europi izbijanje rata i kolaps čitavih gospodarstava utjecali su na milijune ljudi; rat na Balkanu i ekonomska implozija Grčke i Finske samo su neki od najizražajnijih primjera kako stvari mogu otići u krivom smjeru.

In Europe alone, the outbreak of war and the collapse of entire economies have affected millions of people; the Balkan war and the economic implosion of Greece and Ireland are just some of the most poignant examples of things gone wrong.

Nacije su se također veoma zainteresirale za članstvo u ekskluzivnim i globalnim klubovima; G20, NAFTA i ASEA samo su neki od njih. U Europi, ideja o pripadanju jednoj zajednici, Europskoj uniji, potaknula je vlade da naprave drastične, čak i radikalne društvene promjene. Ekonomske dobrobiti od pripadnosti zajednici kakvu čini EU mogu biti brojne i plodne, ali za koga i po kojoj cijeni, tek su neka od pitanja koja su na ljude, a posebice na djecu, utjecala na načine kakve nitko vjerojatno nije zamišljao niti planirao.

Membership to exclusive regional and global clubs has also shown great interest by nations; the G20, NAFTA and ASEA are just a few. In Europe, it is the European Union (EU) that entices governments to make drastic, even radical social changes for the opportunity to belong. The economic benefits as an EU member state may be many and fruitful, but to whom and at what cost are some of the issues that impact people and

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

PROSTORI UČENJA U TRANZICIJI – ZAŠTO I KAKO?

25

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

1

Ideja o radionici nametala se kao način da se pozabavimo problemima koji su snašli djecu u Hrvatskoj i njihov pristup obrazovanju. Obrazovanje, svi ćemo se složiti, može biti element osobne i društvene promjene, posebice za djecu u ranjivim skupinama. Odlučili smo spojiti iskustvo UNICEF-a u obrazovanju (zdravlje, prehrana i voda/ sanacija) s maštom i akademskom snagom studenata Sveučilišta; stvoriti interdisciplinarne grupe studenata s Arhitektonskog fakulteta, Studija dizajna i Škole narodnog zdravlja ‘Andrija Štampar’.

Dobri učinci vidljivi su u rezultatima koje su požnjele sve ideje i prijedlozi studenata. Iz naše perspektive, poticali smo studente da nauče sami pronaći rješenja za stvarne probleme i situacije u svojoj zemlji, studenti su pak pomagali lokalnim zajednicama da pronađu cjenovno prihvatljiva rješenja za poboljšanje prostora za učenje djece u ruralnim sredinama, te, u duljoj perspektivi, ponovno vrate društvenu odgovornost dizajnerskoj profesiji.

Mentori su obavili pripremni posao identificiranja i istraživanja inicijalnih pet ruralnih škola, vrlo detaljno i pomno. Interdisciplinarne grupe studenata pripremile su dokumentaciju i nacrte svih pet škola kao i inicijalne prezentacije koje će se prikazati na plenarnoj inauguraciji radionice 24. listopada 2013. Nakon inauguracije i prezentacije UNICEF-ova rada na poboljšavanju prostora za učenje, studenti i mentori upustili su se u intenzivan

especially children, in ways that perhaps no one had imagined or planned.

The idea, or perhaps necessity, to do something collaborative was conceived more than a year ago in Kosovo.

Boris Koružnjak and Fedja Vukić were representing Zagreb University at the international conference on school design, and I was representing UNICEF. Somehow we knew that the current state of affairs was not the most effective environment to generate solutions that minimise dependency, that made use of locally available human resources with a focus on the vulnerable communities left behind by globalisation, affected by war or the rush to EU membership.

The idea of the workshop was circulated as a way to address issues affecting Croatian children and their access to education. Education, we all agreed, can be an element of personal and social change especially to children in vulnerable groups. The idea was to marry the experience of UNICEF in education (health, nutrition and water/sanitation) with the imagination and academic strength of students from the University; we decided to create interdisciplinary groups of students from the Faculty of Architecture, School of Design and School of Public Health.

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

Ideja ili možda i nužnost da se učini nešto zajednički začeta je prije više od godine dana na Kosovu. Boris Koružnjak i Feđa Vukić predstavljali su Sveučilište u Zagrebu na međunarodnoj konferenciji o oblikovanju škola, a ja sam predstavljao UNICEF. Bilo nam je jasno da postojeće stanje stvari nije baš najučinkovitije okružje za stvaranje onih rješenja koja bi minimizirala ovisnost, a pritom bila korisna lokalnim ljuskim resursima s fokusom na ranjive dijelove zajednica koje je za sobom ostavila globalizacija, ratovi i žurba u članstvo u EU-u.

The benefits are evident in the results that were harvested in each idea and proposal generated by the students. From our perspective, we were training students to be able to find solutions to real situations within their country; the students were helping local communities to find cost-effective solutions to improve learning environments for children in rural areas, and in the long run bringing social responsibility back to the design profession.

The mentors carried out the preliminary work of identifying and researching the initial five rural schools in a

27

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

1

Škola za Mariju1 pokazala je što društvo može dobiti kada se izbori za opstanak čitave škole zbog jednog učenika, odnosno učenice. Marija je tek jedna od brojnih osoba koje će profitirati od kolektivnog truda ove radionice, a njezina zajednica jedna od pet koje će profitirati od kreativnog procesa grupnoga rada.

Potaknuli smo studente da se radije fokusiraju na koncept ideja nego na tehnička rješenja. Htjeli smo im omogućiti da budu slobodni zamisliti mjesto na kojem su oni glavni akteri rješenja koja će pomoći lokalnoj zajednici. Mi smo tu samo pripomogli, a oni su stvorili inovativna rješenja. Željeli smo pokazati studentima da i oni mogu biti dio društvene promjene, da se mogu pokrenuti i upustiti u konstruiranje boljeg okoliša za djecu u Hrvatskoj. Htjeli smo ih osnažiti u uvjerenju da je promjena moguća i bez ovisnosti o međunarodnim ili lokalnim političkim sustavima. Htjeli smo to pokazati i obučiti studente da vjeruju kako i sami mogu biti čimbenici promjene koja će voditi k pravednijem i zdravijem društvu.

Pozivam vas da proučite svaku stranicu ove knjige i otkrijete što se sve može napraviti. Pročitajte, dodirnite i pogledajte što su mladi hrvatski dizajneri u stanju stvoriti; održiva, inkluzivna i inovativna rješenja koja pomažu drugima. Ove su stranice rezultat napornog rada ljudi koji su odabrali, dobrovoljno, napustiti samo na sebe okrenut svijet aktualnih ekonomskih sustava i biti dio kolektivnog okružja kako bi zamislili drugačiju stvarnost za djecu koja su u tim sustavima ostala zapostavljena.

1, Stvarno ime je promijenjeno

detailed and thorough way. The interdisciplinary groups of students documented and drew all the five schools and prepared the initial presentations to take place at the plenary inauguration of the workshop on October 24, 2013.

After the inauguration and a presentation of the work of UNICEF on the improvement of learning environments, the students and mentors embarked on three intense days of creative work to devise solutions for each of the five schools, thinking of every child and community.

The parameters were clear and simple: solutions had to be cost effective, placed based, inclusive, respectful of local environments and culture, sensitive to children’s needs and keeping local communities in mind as part of the design process.

A school for Marija1 showed what could be the social gains when fighting for the survival of one school for one student. Marija is one of the many students that will benefit from the collective effort of the workshop, and her community is one of five that will benefit from the creative process of the group work.

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

trodnevni rad kako bi razvili rješenja za svaku od pet škola, imajući na umu svako dijete i svaku zajednicu. Parametri su bili jasni i jednostavni: rješenja moraju biti isplativa, dobro zasnovana, inkluzivna, uvažavati lokalno okružje i kulturu, odgovoriti na potrebe djece i lokalne zajednice.

We encouraged students to focus on the conception of ideas rather than technical solutions. We wanted to set students free to envision a place where they were the main actors of the solutions to help local communities.

We were merely facilitators and they were the creators of innovative solutions. We wanted to show students that they could also be part of a social change, that they can get up and take the road to construct improved environments for children in Croatia. We wanted to empower the students to believe that change is possible without dependency on international or local political systems. We wanted to show and train students to believe that they can be agents of change for a more just and healthier society.

1, The real name is changed

29

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

Carlos Vasquez, arh.

Sekcija za obrazovanje UNICEF, Glavni ured

I invite you to walk each page of this book and discover what is possible. Read, touch and see what young Croatian designers are capable of creating; sustainable, inclusive and innovative solutions to help others. These pages are the result of hard work by people who chose, voluntarily, to leave the self-centred world of current economic systems and be part of a collective environment to imagine a different world for children who have been left behind.

This text is a humble attempt to express my gratitude to the mentors and students for their enormous generosity, vision, willingness and capacity to imagine new possibilities. A year ago, we could have never imagined how much was there to be learned from this extraordinary event. A year later, I feel fortunate to have been at the crossroads of such an event with such a talented group of people.

Carlos Vasquez, Arch.

Education Section UNICEF-HQ

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

Ovaj tekst je moj skromni pokušaj da izrazim zahvalnost mentorima i studentima na njihovoj golemoj velikodušnosti, viziji, spremnosti i sposobnosti zamišljanja novih mogućnosti. Prije godinu dana ne bismo ni pomislili koliko se uopće može naučiti iz ovakvog iznimnog događaja. Godinu poslije, veoma sam sretan što sam se našao na samom raskrižju takvoga događaja, zajedno s tako talentiranom skupinom ljudi.

31

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

5

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

1

33

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

WORKSHOP DESCRIPTION

Radionica za pronalaženje praktičnih arhitektosnkih i dizajn rješenja za poboljšanje učeničkog okružja

A hands-on design Workshop to find practical design solutions for real needs to improve learning environments.

Radionicu su organizirali UNICEF i Sveučilište u Zagrebu, Arhitektonski fakultet i Studij dizajna zajedno sa Školom narodnog zdravlja ‘Andrija Štampar’ kao partnerskom institucijom Radionica se odvijala u prostorima Arhitektonskog fakulteta od 24. do 27. listopada 2013. godine

The event was organised jointly by UNICEF and the University of Zagreb, Faculty of Architecture and School of Design with the ‘Andrija Štampar’ School of Public Health, School of Medicine, as partnering institution.

The Workshop took place at the School of Architecture from 24 – 27 October 2013.

Cilj radionice bio je upotrijebiti arhitekturu i produktdizajn kao oruđa za pomoć u situaciji potrebe. Potreba je nastala kao posljedica hitnih stanja koja su rezultirala manjkom zdravih i dobro opremljenih prostora za učenike. Radeći uz UNICEF-ovu ekspertizu, studenti arhitekture i dizajna s Arhitektonskog fakulteta upoznali su se s konceptima tranzicijskih prostora za učenje kao privremenim rješenjima. Nadalje, cilj je radionice bio razviti oruđa za rješavanje lokalno uvjetovanih problema u Hrvatskoj kao poslijeratnoj zemlji, u kojoj i dalje postoji velik broj lokalnih zajednica lišenih prikladnih prostora za učenje.

The Workshop aimed to use architectural and product design as tools for action in need. The need arises from emergency context situations that result in a lack of healthy and well-equipped learning areas for students.

Working together with UNICEF expertise, students of architecture and design from the Faculty of Architecture learned about the concepts of transitional learning spaces as provisional solutions. Additionally, the Workshop aimed to develop the tools for solving site-specific problems in Croatia as a post-war country, in which there are still a number of communities without access to appropriate learning spaces.

Tako je namjera radionice bila razviti dugoročno primjenjivu metodu za poboljšanje prostora učenja u tranziciji namijenjenu postojećim substandardnim školskim

Thus, the intention of the Workshop was to develop a long-lasting method for the improvement of learning spaces in transition, for fixed and solid but currently

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

OPIS RADIONICE

35

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION 36

zgradama u hrvatskim lokalnim zajednicama, za što je potrebno razviti niz rješenja koja se tiču arhitekture, komunikacije i opreme. O zdravstvenim i okolišnim aspektima problema govorili su stručnjaci iz Škole narodnog zdravlja.

sub-standard school buildings in local Croatian communities, for which a number of architectural, communication and equipment solutions need to be devised.

Experts from the School of Public Health advised on health and environmental aspects of the problem.

Napori koje UNICEF ulaže u obrazovanje i rješavanje hitnih situacija počiva na uvjerenju da je obrazovanje ljudsko pravo.1 Interes djeteta u središtu je planiranja i donošenja svih odluka. U oblikovanju prostora učenja također se zauzima stajalište ljudskih prava kako bi se u skladu s njim osmislili sigurni, zdravi i u praksi izvedivi prostori za učenje.

The work UNICEF performs in the field of education, and response work in the context of emergencies rests on the conviction that Education is a Human Right1. The interests of the child are placed at the centre of planning and every decision taken. The design of learning spaces also takes a Human Rights approach to the design and delivery of safe, healthy environments, conducive to learning.

I arhitektima i dizajnerima inherentna je društvena odgovornost u nastojanju da se zajamči temeljno pravo na obrazovanje. Idući i korak dalje, pristup obrazovanju (okružju) trebamo jamčiti ujedno se pitajući: kakvo obrazovanje (okružje)? Time prepoznajemo da je ‘dostupnost’ jednako ključna kao i ‘kvaliteta’ obrazovanja koje će se u prostoru učenja pružiti.

1, Povelja o pravima djeteta, čl. 28

Architects, designers and practitioners have an inherent social responsibility to help guarantee this fundamental right to education. Going a step further, we need to guarantee access to educational environments and ask ‘What kind of educational environment?’ Thus, we need to recognise that ‘access’ is as crucial as the ‘quality’ of the educational environment, a service we intend to deliver.

1, The Convention on the Rights of the Child, article 28

WORKSHOP PERSONNEL

Carlos Vasquez, arhitekt, UNICEF, supervizor

Carlos Vasquez, architect, UNICEF, Supervisor

Mentori –– doc. Mia Roth Čerina, arhitektica, Arhitektonski fakultet –– doc. Vanja Rister, arhitekt, Arhitektonski fakultet –– doc. Ivana Fabrio, dizajnerica, Studij dizajna –– red. prof. Zlatko Kapetanović, dizajner, Studij dizajna

Mentors –– Mia Roth Čerina, architect, assistant professor, Faculty of Architecture –– Vanja Rister, architect, assistant professor, Faculty of Architecture –– Ivana Fabrio, designer, assistant professor, School of Design –– Zlatko Kapetanović, designer, professor, School of Design

Stručnjakinja za javno zdravstvo –– prof.dr.sc. Ksenija Vitale, Škola narodnog zdravlja Andrija Štampar

Public Health Expert –– Ksenija Vitale, professor Ph.D, School of Public Health ‘Andrija Štampar’

Organizacijski odbor –– prof.dr.sc. Feđa Vukić, prodekan za međunarodnu suradnju, Arhitektonski fakultet –– prof.mr.sc.Boris Koružnjak, dekan, Arhitektonski fakultet –– prof. Stipe Brčić, voditelj Studija dizajna

Organising Committee –– Fedja Vukić, Ph.D, associate professor, Vice Dean for International Co-Operation –– Boris Koružnjak, M.A. professor, Dean, Faculty of Architecture –– Stipe Brčič, M.A. professor, Head of School of Design

RASPORED

SCHEDULE

četvrtak 24.10. – večer – uvodno predavanje Carlosa Vasqueza (otvoreno za javnost) i uvodne prezentacije ko-mentora na Arhitektonskom fakultetu, soba 317

Thursday 24 October: 10 evening; intro lecture by Carlos Vasquez (open to both to Faculty members and the general public) and introductory presentations by co-mentors, at the Faculty of Architecture, Room 317.

petak 25.10. – nedjelja 27.10. – intenzivan rad u grupama na Arhitektonskom fakultetu, soba 429 nedjelja 27.10. – poslijepodne – finalna prezentacija i diskusija na Arhitektonskom fakultetu, soba 429

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

U RADU SU SUDJELOVALI

Friday 25 October – Sunday 27 October – intensive work in groups, at the Faculty of Architecture, Room 429 Sunday afternoon 27 October – final presentations and discussions, at the Faculty of Architecture, Room 429

37

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

3

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

4

39

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

WORKSHOP TIMELINE

Od 24. do 27. listopada 2013. godine održana je na Arhitektonskom fakultetu Sveučilišta u Zagrebu radionica Learning Spaces in Transition u organizaciji UNICEF-a, Arhitektonskog fakulteta i Studija dizajna, te uz partnerstvo Škole narodnog zdravlja Andrija Štampar. U radionici su sudjelovali studenti dvaju diplomskih studija, arhitekture i dizajna.

The workshop ‘Learning Spaces in Transition’ was held at the Faculty of Architecture, University of Zagreb from October 24 – 27, 2013. The conference was organized by the UNICEF in partnership with ‘Andrija Štampar’ School of Public Health, and was attended by graduate students of design and architecture.

Samoj radionici je prethodila detaljna izrada arhitektonskog snimka stanja u pet područnih škola Požeško-slavonske županije, koju su izradili studenti Arhitektonskog fakulteta. Nakon toga su mentori bili u studijskom obilasku navedenih škola. Prikupljeni podaci su temeljito analizirani radi stvaranja slike o stvarnim potrebama i problemima koje treba rješavati u cilju poboljšanja kvalitete ne samo nastave, nego i ukupne kvalitete života lokalnih zajednica.

Na temelju provedenog terenskog istraživanja i rezultata provedenih analiza sastavljeni su projektni zadaci za svaku lokaciju posebno, nakon čega je uslijedilo detaljno upoznavanje studenata s ciljevima radionice, metodama rada i projektnim zadacima. Studenti su bili podijeljeni u pet grupa sastavljenih od po dvoje studenata arhitekture i dvoje studenata dizajna, a svaka grupa je bila fokusirana na problematiku jedne odabrane škole.

Prvog dana radionice održane su uvodne prezentacije: dekan Arhitektonskog fakulteta prof. mr. sc. Boris Koružnjak je pozdravio sve sudionike radionice naglasivši važnost njenog održavanja. Predstavnik UNICEF-a arhitekt Carlos Vasquez obrazložio je značenje i ciljeve radionice uz prikaz nekoliko uspješno provedenih projekata u nesrećama pogođenim područjima svijeta.

Predstavnici svake grupe studenata su prikazali svoja viđenja problema i moguće pravce njihovog rješavanja.

The workshop was preceded by a comprehensive architectural survey of five schools in Požeško-slavonska County. The survey was made by students of the Faculty of architecture whose supervisors also surveyed the aforementioned schools. Gathered data was thoroughly analysed in order to get a clear picture of real demands and problems that have to be addressed in order to improve the quality, not just of education but also the overall quality of life in these local communities. Based on the surveys and analyses, project tasks were assigned for each location. Thereafter, students were introduced to the workshop's goals, methods and project tasks.

Students were then divided into five groups, each consisting of two students of architecture and two students of design, and each focusing on the problem of one particular school.

On the first day of the workshop, introductory presentations were given; Professor Boris Koružnjak, Dean of the Faculty of Architecture greeted all participants, and stressed the importance of the workshop. On behalf of UNICEF, architect Carlos Vasques elaborated on the meaning and goals of the workshop. He also demonstrated similar successful projects carried out in distressed areas of the world. Representatives of each group of students presented their views of the problems identified in particular schools as well as possible avenues to solve them.

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

KRONOLOGIJA RADIONICE

41

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

42

On the second day of the workshop Professor Ksenija Vitale from the ‘Andrija Štampar’ School of Public Health gave an inspiring lecture on health aspects of school spaces. After the lecture, students of architecture and design worked together in groups in order to brainstorm, discuss and to develop ideas further. With the help of a supervisor, ideas for further development were selected.

Trećeg dana se pristupilo izradi tehničke i prezentacijske dokumentacije odabranih rješenja i izradi maketa. Do kraja četvrtog dana studenti su izradili finalnu dokumentaciju u vidu crteža i makete, te su pripremili finalne prezentacije svojih rješenja. Finalna prezentacija je bila javnog karaktera, a održana je na Arhitektonskom fakultetu ispred pozvanih vodećih pripadnika arhitektonske i dizajnerske struke (mr. arh. docent Saša Begović, mr. dizajna Neven Kovačić i redoviti profesor Tonči Žarnić s Arhitektonskog fakulteta Sveučilišta u Zagrebu) koji su dali svoj kritički osvrt na svaki prezentirani projekt. Nakon održane prezentacije izrađen je grafički dizajn izložbenih panela za potrebe održavanja izložbe u sjedištu UNICEF-a u New Yorku, kao i za predstavljanje radionice predstavnicima UNICEF-a putem Skype konferencije. Ova radionica je široj javnosti bila prezentirana 14. studenog 2013. godine putem tv-emisije Trikultura.

On the third day students began working on the drawings and models of selected solutions. They also began writing and compiling all technical documentation and presentation resources for the selected solutions. By the end of the fourth day, students produced the final documentation for their projects in the form of a drawing and a model. They also completed presentations of their solutions. The final presentation was open to the public and was held at the Faculty of Architecture in front of invited, eminent professionals in architecture and design – Assistant Professor Saša Begović, MA in architecture, Neven Kovačić, MA in design, and Professor Tonči Žarnić from the Faculty of Architecture, University of Zagreb.

Radionica Learning Spaces in Transition okupila je studente arhitekture i dizajna u zajedničkom projektu. Budući da je dizajn izrazito interdisciplinarna djelatnost, ova činjenica sama po sebi ne bi trebala predstavljati nešto posebno.

Međutim, riječ je o prvom projektu koji je okupio studente oba studija, što ovu radionicu stavlja u posebnu poziciju.

Da bismo uspješno mogli rješavati probleme suvremenog društva, nužno je uspostavljati suradnju s različitim strukama. Arhitektura i dizajn svojim zajedničkim djelovanjem mogu uspješno ostvarivati svoju humanu misiju, posebno ako su obje struke usmjerene prema permanentnom poboljšavanju kvalitete života s čovjekom kao središnjim polazištem u kreativnom procesu.

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

Drugog dana održavanja radionice prof. dr. sc. Ksenija Vitale iz Škole narodnog zdravlja Andrija Štampar održala je nadahnuto predavanje o zdravstvenim aspektima školskih prostora. Nakon toga je uslijedio zajednički rad studenata arhitekture i dizajna u grupama u vidu brainstorminga, mnoštva diskusija i daljnjeg razvoja ideja.

Uz pomoć mentora su odabrane ideje za daljnju izradu.

Learning Spaces in Transition is a workshop that involved students of architecture and design on a common project. As design is such an interdisciplinary area of study, this fact should not be considered as special.

However, this was the first project that brought together students of both disciplines, making this workshop a noteworthy one.

Collaboration between disciplines is important if we wish to successfully solve the problems of modern society. Architecture and design together can effectively maintain the accomplishment of this humane task, particularly so if both disciplines are focused on a permanent improvement in the quality of life as the main starting point of a creative process.

43

CURRENT SCHOOL CONDITIONS AND WORKSHOP PROPOSALS

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

TRENUTNA STANJA ŠKOLA I PRIJEDLOZI RADIONICE

45

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

1

MENTORS' INTRODUCTION

Teško socijalno i ekonomsko stanje osjeća se u mnogim ruralnim dijelovima Hrvatske, a posljedica je Domovinskog rata, ekonomske i tranzicijske krize, te općih procesa urbanizacije. U brojnim malim općinama prostori učenja i obrazovanja su u lošem stanju i time dodatno pridonose spomenutim negativnim trendovima. Radionica je istražila moguće arhitektonske i dizajnerske intervencije malog mjerila koje odgovaraju na lokalno specifične probleme, a potencijalno su primjenjive u sličnim situacijama.

Difficult social and economic situations are present in many parts of rural Croatia. It is a consequence of the War for independence, economic and transitional crises as well as the general process of urbanisation. Many small municipalities have educational establishments that are in a very bad state, which additionally contributes to the aforementioned negative tendencies in these areas. The workshop explored architecture and designer, small-scale interventions that correspond to local specific problems and are also potentially applicable in other similar situations.

Istraživanje konteksta u kojem se odvija osnovnoškolsko obrazovanje Požeško-slavonske županije nužan je preduvjet za razumijevanje cjelovite situacije, kao i za razvijanje alata i metoda kojima se dizajnom može pridonijeti stvaranju kvalitetnijih uvjeta, kako u prostorno-komunikacijskom smislu, tako i u smislu unaprijeđenja obrazovnog, ali i društvenog sustava. Stoga je mentorski tim prije početka radionice poduzeo terensko istraživanje s naglaskom na kontekstualne metode istraživanja osoba, predmeta, okruženja i aktivnosti, u trajanju od dva dana. Metodom promatranja, izradom foto-dokumentacije i intervjuima s nastavnim osobljem, školskim psiholozima, ravnateljima i učenicima prikupljeni su podaci o stanju školskih zgrada i njihove okoline, o načinu provođenja nastave i izvannastavnih aktivnosti, ali i o društvenim, ekonomskim, obrazovnim i obiteljskim situacijama koje prevladavaju na navedenim lokalitetima. Analiza je pokazala neke zajedničke karakteristike svih škola: pola površine škola zauzimaju učiteljski stanovi, učionice su (pre)velike u odnosu na broj učenika, interijeri, oprema i infrastruktura zapušteni, a vanjske površine neartikulirane. Međutim, ipak postoje vrlo specifični problemi i izazovi koji zahtijevaju

Getting to know the context in which the elementary education of Požeško-slavonska County takes place is a necessary prerequisite for understanding the complete situation. It is also important for the development of tools and methods by which design can contribute to the improvement of conditions, both in a spatial-communicational sense and from the point of improvement of both educational and social systems. As a result, the supervisory team organised a two-day field survey with the emphasis on the contextual methods in researching people, objects, surroundings and activities. By using methods of observation, photographs and interviews with teachers, school psychologists, principals and students, data were collected on the state of school buildings and their surroundings, on the way classes and extracurricular activities are conducted, and also on social, economic, educational and familial situations that dominate the surveyed localities. Analysis pointed out several common features of all schools: half of a school area is used as teacher apartments, classrooms are too large with regard to the number of students; school interiors, equipment and infrastructure are neglected,

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

UVODNI TEKST MENTORA

47

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

3

Iako se u svim školama nastava odvija u substandardnim uvjetima po pitanju stanja zgrada, opreme i infrastrukture, istraživanje je dijagnosticiralo i niz prednosti obrazovanja u toj sredini. Sigurna i zdrava okolina, čist zrak, prirodna prehrana, povezanost između učenika i nastavnika, empatija i briga starijih o mlađim učenicima, skromnost i spremnost na suradnju, neopterećenost konzumerističkim navikama i prilagodljivost u zahtjevnim situacijama samo su neke od prednosti odrastanja u tom okruženju.

Većinom su navedene vrijednosti specifične danas samo za ruralne sredine, dok u urbanim sredinama postupno isčezavaju kao posljedica suvremenih životnih navika, a valjalo bi ih ponovno afirmirati.

Prilikom istraživanja dijagnosticiran je značajan problem kojega čine vrlo nizak stupanj obrazovanja društva, visoka stopa siromaštva i nepostojanje strategije kojom bi se potaknuo razvoj gospodarstva, poduzetništva te revitalizacija i afirmacija tradicionalnih vještina, proizvoda, usluga ali i društvenih vrijednosti.

Pored rješavanja nužnih situacija po pitanju sanacije zgrada i opreme, zaključak istraživanja je da bi naglasak studentskih projekata trebao biti na unaprijeđenju obrazovanja zajednice, koje ima za cilj stvoriti snažniju viziju društva o benefitima školovanja. Stoga je važno projektom obuhvatiti ne samo nastavno osoblje i učenike već i njihove obitelji te lokalnu zajednicu, kako bi snažnije participirali u aktivnostima škole, tim više što su škole u mnogim selima i jedine javne ustanove. Pretpostavka je da ukoliko uključimo obitelji i lokalnu zajednicu u unaprijeđenje standarda obrazovanja kroz provedbu aktivnosti po pitanju uređenja škola, ali i revitalizacije tradicionalnih vještina i običaja kroz kolaborativne projekte, stvorit će se prijeko potrebna motivacija za aktivnije školovanje kako djece tako i odraslih, te stvoriti

exterior areas are not articulated. However, there are still specific problems that demand an individual approach in defining particular project tasks.

Although in all the schools classes are held in substandard conditions with regard to the state of the building, equipment and infrastructure, the survey also diagnosed several advantages of education in such environment; a safe and healthy environment, clean air, natural foods, closeness between students and teachers, empathy, older pupils caring for the younger, humility and readiness to co-operate, freedom from consumerist habits and adaptability in demanding situations are just some of the positives of growing up in such an environment.

Most of these values are today specific only for rural areas, whereas in urban surroundings they are disappearing as a consequence of modern living habits.

A significant problem diagnosed during the survey is a very low degree of education, a high degree of poverty and no strategy to start economic growth, entrepreneurship, the revitalisation of traditional skills, products, and services but also social values. Except for improving the conditions of buildings and equipment, the conclusion of the survey was that the emphasis of student projects should also be on the improvement of education of the community, to impress upon a community a strong vision of the benefits of education. Hence, why it is important to include in the project not just teachers and students but also their families and the local community, in order they can participate more in school activities, more so since schools in many villages are the only public buildings. The assumption is that if we include family and local community in the improvement in the standard of education through activities involving school renovation, through the revitalisation of traditional skills and customs within the framework of collaborative projects, much-needed motivation for a more active education of children but also adults will

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

sasvim individualan pristup definiranju pojedinog projektnog zadatka.

49

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

4

Na temelju zaključaka terenskog istraživanja, projektni zadatak formuliran je u tri razine. Prva je bila dijagnostička i ne može se preskočiti u razmišljanju o realizaciji zdravog i poticajnog prostora za učenje: studenti su trebali prepoznati potrebne tehničke intervencije za sanaciju prostora (higijenski i zdravstveni uvjeti, energetska učinkovitost, infrastruktura, racionalizacija). Druga razina je bila projektantska i izravno je adresirala konkretne teme prepoznate u predistraživanju, uz nastojanje da predložena rješenja budu primjenjiva i u drugim sličnim situacijama. Predložene teme svrstane su u nekoliko skupina: školski polivalentni trijem, artikulacija otvorenih prostora školskog zemljišta (vrtovi, sport, paviljoni), prag škola-selo, reinterpretacija tlocrta (atomiziranje, okrupnjavanje, stan-učionica), višenamjenski elementi pohrane i odvajanja unutar učionice, naseljavanje fasadnog zida s unutarnje ili vanjske strane (zimski vrtovi, radne zone, povremena proširenja). U trećoj razini zadatka rješenja su trebala uspostaviti kratkoročne i dugoročne strategije suradnje sa zajednicom. Kroz prepoznavanje i reinterpretaciju lokalnih tradicija i resursa trebalo je predložiti implementaciju projekata tako da se afirmira suradnja zajednice i škole. Angažiranjem svih sudionika u zajednici unaprjeđuje se kvaliteta nastave, ali i aktivira društveni i ekonomski život te gradi identitet lokalne sredine.

Projekte je trebalo promišljati kroz sve tri razine i predložiti specifična rješenja koja imaju karakter univerzalne primjenjivosti. Prijedlozi su također trebali biti jednostavno provedivi, racionalni, izvedivi i prilagodljivi.

arise, which will consequently create conditions for the development of products and services needed for economic development within the region.

Based on the conclusions of the field survey, a threelevel project task was formulated. The first level is diagnostic, and this cannot be sidestepped in the thinking and achievement of healthy and stimulating spaces for learning; students had to recognise needed technical interventions for space improvement (hygienic and health conditions, energy efficiency, infrastructure, rationalisation). The second level is an engineering one, and directly addresses specific themes identified in the survey, with the intention to keep solutions applicable to other similar situations. Suggested themes were arranged in several groups: school porch, articulation of school open spaces (gardens, sport, and pavilions), school-village threshold, ground plan interpretation (atomising, concentration, apartment-classroom), multi-purpose elements of storage and separation within classroom, population of the outer wall from the inside or outside (winter gardens, working zones, occasional extensions).

At the third level project tasks were supposed to establish short and long-term strategies for community co-operation. Through the recognition and reinterpretation of local traditions and resources, students were asked to suggest implementation of projects affirming co-operation between school and community. By engaging all participants in the community, the quality of education is improved, but also social and economic life is activated and the identity of local community is built.

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

uvjeti za razvoj proizvoda i usluga kojima je moguće potaknuti gospodarski razvoj regije.

The projects were worked through all three levels of tasks, and specific solutions were suggested so that they have a character of universal applicability. Projects were also supposed to be simple to carry out, rational, feasible and adaptable.

51

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

Hungary Slovenia CROATIA Požeško-slavonska County

serbia

Bosnia and Herzegovina

adriatic sea Italy

52

skenderovci

5

toranj

4

Tekić

2

trapari

3 požega

Treštanovci

1

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

Velika

53

1

Područna škola treštanovci / DISTRICT SCHOOL treštanovci

PODRUČNA ŠKOLA TREŠTANOVCI Osnovna škola Mladost, Jakšić

DISTRICT SCHOOL TREŠTANOVCI Primary school Mladost, Jakšić

1 Orange team Dora Lončarić Petra Vrdoljak Ana Armano Linta Maja Milojević

radionica / the workshop 55

1

Područna škola treštanovci / DISTRICT SCHOOL treštanovci

1

Područna škola treštanovci / DISTRICT SCHOOL treštanovci 57

1

Područna škola treštanovci / DISTRICT SCHOOL treštanovci

radionica / the workshop

58

ANALYSIS

Škola u Treštanovcima nalikuje svim ostalim zgradama u selu i nažalost nema izražen identitet javnog sadržaja (jedinog u selu). Sagrađena je 1919. godine, te dimenzionirana za 60 učenika prema ondašnjim standardima. Slijedi obrazac podjele školske površine na stan učitelja i nastavne prostore, pri čemu je stan u mnogo boljem stanju.

Vanjski prostori škole su veliki, formirani manjim dijelom u slabo artikuliran školski vrt, dok veći dio tog prostora kao obradivu površinu koristi treća strana. Stanje prostora namijenjenih boravku učenika je u svakom smislu substandardno, a prostorno nesrazmjerno njihovom broju. Školu u Treštanovcima trenutno pohađa samo jedna učenica iako u selu ima više djece koja putuju u matičnu školu. Prema dokumentaciji prisutnoj u učionici, školu je nekad pohađalo mnogo učenika, a dokaz o brižnom održavanju zgrade čini diploma za osvojeno treće mjesto u natjecanju za estetsko uređenje škola iz 1969. godine, koja još danas visi na zidu. Duh negdašnjih vremena prisutan je u čitavom okruženju, kroz prašinom pokrivenu nastavnu opremu, statističke dokumente, udžbenike i bilježnice stare gotovo stotinjak godina.

The school in Treštanovci looks like all the other buildings in the village and unfortunately does not have a pronounced public identity (being the only public building in the village). It was built in 1919 with dimensions to accommodate 60 students according to the standards of the time, which also includes division of the school property on the teacher’s apartment and teaching area where the apartment, today, is in far better condition. External school spaces are large, where only a smaller segment is shaped into a poorly articulated school garden. The majority of the external property belonging to the school is used by a third party as arable land. The condition of student areas is in every sense substandard and spatially disproportionate to their number. There is only one student attending the school in Treštanovci although there are more children in the village who travel daily to the main school. According to existing documentation, the school was once attended by many students. A diploma for third place gained in 1969 in an inter-school competition for the best aesthetic school outlook still hangs on the wall and is a reminder of the days when the school was well maintained. The spirit of an age past is present throughout the school: through dust covered teaching utensils, statistical documents, textbooks and notebooks, all almost a hundred years old.

Danas je zgrada i oprema prilično zapuštena, gotovo da ne postoje tragovi da je škola u upotrebi. S obzirom na to da je donedavno u učiteljskom stanu živjela bivša učiteljica, prijedlog je da se nastava privremeno održava u stanu koji prostorno ali i po pitanju grijanja pruža optimalnije uvjete nastave za malen broj učenika. Kako bi se unaprijedili uvjeti obrazovanja i prekinuo trend sustavnog zapuštanja škole, zaključeno je da ju treba transformirati u platformu za društvene i obrazovne aktivnosti, te interakciju učenika s lokalnim stanovništvom.

radionica / the workshop

Today, the building and equipment are sadly much neglected. There are almost no signs that the school is still in use. Until recently, the apartment was occupied by an ex-teacher. It is suggested that the classes are temporarily held in the apartment, which due to smaller space and easier heating, offers far better conditions for teaching small numbers of students. In order to improve conditions of education and to stop further systematic neglect of the school building it is concluded that the school should be transformed in a platform for social and educational activities and for the interaction of students with the local population.

1 Područna škola treštanovci / DISTRICT SCHOOL treštanovci

ANALIZA

59

1

POSTOJEĆE STANJE

Područna škola treštanovci / DISTRICT SCHOOL treštanovci

BROJ UČENIKA BROJ UČITELJA STAN VANJSKI PROSTOR TEREN KOLNI PRISTUP DVORIŠTE DVORIŠNI OBJEKTI IGRALIŠTE UNUTARNJI PROSTOR UČIONICE SANITARIJE HODNIK GARDEROBA KABINET UČITELJA BLAGOVAONICA ČAJNA KUHINJA INFRASTRUKTURA OPSKRBA TEKUĆOM VODA STRUJA GRIJANJE KANALIZACIJA

radionica / the workshop 60

OPREMA KLUPE I STOLICE PLOČA DIDAKTIČKI MATERIJAL ORMARI VANJSKA OPREMA

2 1 neuseljen

Current situation

no. of students no. of teachers apartment

2 1 uninhabited

✓ ravan × ✓ ✓ ✓ travnato

outer SPACE terrain road courtyard courtyard houses playground

✓ flat × ✓ ✓ ✓ grassy

✓ 1 ✓ muške, ženske, ulazni prostor ✓ ✓ u hodniku × × ×

inner space classroom sanitary facilities hallway dressing room teachers room dining room kitchenette

✓ 1 ✓ male, female, entry ✓ ✓ hallway × × ×

INFRASTRUCTURE water supply electricity heating sewage

✓ well, local plumbing ✓ ✓ oil ✓ cesspool

✓ bunar, lokalni vodovod ✓ ✓ lož ulje ✓ septička jama ✓ ✓ ✓ ✓ ✓ ljuljačke

EQUIPMENT benches and chairs blackboard didactic material lockers playground equipment

✓ ✓ ✓ ✓ ✓ swings

1

Područna škola treštanovci / DISTRICT SCHOOL treštanovci radionica / the workshop 61

1 Područna škola treštanovci / DISTRICT SCHOOL treštanovci

Classroom

Empty teacher's apartment

School

Hands-on room

School

radionica / the workshop 62

Classroom

Trenutno stanje / Current condition

Common room

Novo stanje / New condition

Community space

PROJECT

Treštanovci su tipično malo slavonsko selo koje ne sadrži nikakav javni prostor, osim malo prostora ispred mini marketa. Zbog toga, školska zgrada i njen vrt prilika su za stvaranje novog društvenog prostora koji će omogućiti jačanje socijalnih interakcija.

Koncept se sastoji od intervencija na tri razine: stanu učitelja, učionici i školskoj parceli.

A typically small, Slavonian village, Treštanovci contains no public space other than the small market. Because of this, the school building and its large area are seen as an opportunity to create public spaces that allow social interaction. The concept is constituted of interventions at three levels: the teacher apartment, classroom and school area.

Trenutno samo jedna učenica pohađa nastavu pa je prema tome postojeća učionica prevelika. Kako bi se stvorio kvalitetniji prostor za učenje, s intimnijom atmosferom i manjim troškovima za grijanje, prostor škole se prebacuje u učiteljski stan. Tako se otvara mogućnost da se stara učionica prenamijeni u društvenu prostoriju.

Svrha projekta je davanje početnog impulsa transformacijom škole u prostor koji svi mogu koristiti. U proces se u svakom koraku uključuje lokalno stanovištvo koje sudjeluje u izgradnji i projektiranju.

Only one student is attending classes and this makes the existing classroom too big.

To create a better learning environment, a more intimate atmosphere and lower heating costs, the school is held in the teacher apartment. By moving the school content, the classroom can be converted into a space for the community.

The point of the project is to provide a starting impulse to the community by transforming their school building into a space everyone can use. The locals are involved in this process of transformation by participating in the planning, building and design of the project.

1 Područna škola treštanovci / DISTRICT SCHOOL treštanovci

PROJEKT

radionica / the workshop 63

1 Područna škola treštanovci / DISTRICT SCHOOL treštanovci radionica / the workshop 64

Situacija: škola kao središnje mjesto sela. Dugačka parcela raspoređena na zone: uz cestu je nekoliko parkirnih mjesta, uz školu je trg i dječje igralište, malo dalje teren za nogomet i polja

/ Site plan: the school as the centre of the village.

The long plot is divided into zones: a few parking places near the road, a square and a playground near the school, a football field a little further, and finally agricultural land

Polje duhana i ploča za najavljivanje događaja

Ulaz u društveni prostor s rampom i školski trg u pozadini / Community room entrance with ramp and the school square in the background

Dječje igralište s lokalno izrađenim spravama i denivelacijom terena

Područna škola treštanovci / DISTRICT SCHOOL treštanovci

/ Tobacco field and notice board

1

/ Children’s playground with locally made equipment and land delineation

SITE PLAN

Parcela je projektirana kao odgovor na postojeće stanje. Vanjski su prostori podijeljeni na nekoliko zona koje se funkcionalno i sadržajno razlikuju prema potrebama korisnika različitih životnih dobi. Glavni sadržaji, kao što su dječje igralište ili trg, smješteni su uz zgradu škole i funkcioniraju kao produžeci unutarnjih prostora. Do njih se nalazi nogometni teren i poljoprivredna površina za koju se brinu učenici i lokalno stanovništvo. Polje duhana koje se nalazi na školskoj parceli je zadržano, ali se školi plaća najamnina kao kompenzacija za korištenje zemljišta.

The site plan is a response to the pre-existing situation. The outdoor space is divided into several zones that are different in purpose thus involving different age groups and users. The main facilities, like the playground and village community square, are located near the school as extensions of indoor spaces. Adjacent to them is the football field as an outdoor recreation zone and an agricultural field in which is maintained not only by pupils and teachers but also local people. The tobacco field is kept on the plot but a rent is paid to the school as a compensation for using school land.

radionica / the workshop

SITUACIJA

65

1 community center

hands-on room

classroom

0 1

entrance

entrance

kitchen

teacher's room

5m

Područna škola treštanovci / DISTRICT SCHOOL treštanovci radionica / the workshop 66

Tlocrt novog stanja. / New condition plan.

TLOCRT ŠKOLE

SCHOOL LAYOUT

Zbog premještanja prostora škole u učiteljski stan bilo je potrebno napraviti neke promjene kako bi se osigurala funkcionalnost novih prostora. Bivši ulaz u učiteljski stan postaje ulaz u školu. Kupaonica se prenamjenjuje u muški i ženski WC, smočnica u učiteljski kabinet. Kuhinja se zadržava kako bi bila moguća priprema hrane za učenike ili korištenje kuhinje u sklopu neke radionice. Stari namještaj iz učionice premješta se u spavaću sobu i dnevni boravak pa se te prostorije mogu koristiti kao mala učionica i prostorija za rad. Veliki ulazni prostor pretvara se u spremišni prostor društvene prostorije.

After moving the classroom to the teacher apartment, some small changes needed to be made in order to ensure the functionality of new spaces. The new school entrance is now the entrance that leads into the former apartment. The bathroom is transformed into a girls and boys bathroom, the pantry into the teacher’s room. The kitchen is kept so that students may be able to prepare meals and can also be used for other workshops. The old school furniture is moved into the apartment bedroom and living room so they become a smaller classroom and hands on room. The large entrance is transformed into a storage space that services the large community room.

1 Područna škola treštanovci / DISTRICT SCHOOL treštanovci

Teacher’s Room

Kitchen

Toilets

Classroom

Hands-On Room

radionica / the workshop

Toilets Cummunity Center Hallway

Rastvoreni prikaz nove preraspodjele prostora unutar školske zgrade

/ Dissected view of the new spatial disposition within the school building

67

1 Područna škola treštanovci / DISTRICT SCHOOL treštanovci Učionica / Classroom

radionica / the workshop 68

Prostorija za praktični rad / Hands-on room

Društveni prostor / Community room

Presjek glavnih prostorija novonastalog stanja

/ Section through the main new spaces

PRENAMJENA PROSTORA

NEW SPACE USAGE

Nakon zamjene prostora, škola ima učionicu prikladne veličine za održavanje nastave te dodatnu sobu za učenje kroz praktični rad koja omogućuje socijalizaciju sve djece u selu. Bivša velika učionica postaje društveni prostor pogodan za brojne aktivnosti, namijenjen svim stanovnicima sela i okolice. Povezanost svih prostorija omogućuje multifunkcionalnost ukupnog prostora.

After the redistribution of space, the school has a classroom whose size is well suited to the teaching process, and an additional hands-on room that allows for the socialisation of all the children in the village. The former big classroom has become a community room open to all the inhabitants of the village and its surroundings, suited to various activities. The multi-functionality of the space as a whole is enabled by the doors linking the rooms.

1 Područna škola treštanovci / DISTRICT SCHOOL treštanovci

Prikaz prostorije za praktični rad / View of the hands-on room

Prikaz različitih rasporeda unutar prostorije za praktični rad

/ Different layouts of the hands-on room

PROSTORIJA ZA PRAKTIČNI RAD

HANDS-ON ROOM

Prostorija za praktični rad je soba koja odvaja i spaja učionicu s društvenom prostorijom. Primarno se koristi kao dodatni prostor za školske aktivnosti, ali se može koristiti i kao produžetak društvene prostorije, ovisno o događaju koji se odvija u njoj. Postojeća školska oprema koja se trenutno ne koristi (mikroskop, računalo i TV) nalazi se ovdje. To je interaktivni edukacijski prostor za sve stanovnike sela i njegovim korištenjem dolazi do interakcije i socijalizacije među njima.

The hands-on room is the place which, at the same time divides and connects the classroom and community centre. It is primarily used as an additional school classroom for various school workshops, but it can also be an extension of the community centre depending on the activity taking place there. Existing school equipment, which is currently unused, (microscope, computer or TV) is stored there. It is an interactive educational space for pupils and also local community, which through its use allows interaction and thus socialisation.

radionica / the workshop

Prikaz nove učionice / View of the new classroom

69

1 Područna škola treštanovci / DISTRICT SCHOOL treštanovci Prikaz mogućih aktivnosti u društvenom prostoru: ples

radionica / the workshop 70

/ Possibilities for communityroom activities: dancing

Prikaz različitih rasporeda unutar društvenog prostora

/ Different layouts of the community room

DRUŠTVENI PROSTOR

COMMUNITY ROOM

Kao posljedica premještanja učionice u prostor učiteljskog stana, bivša učionica se može prenamijeniti. Učionica postaje društveni centar naselja pa se stvara prijeko potreban prostor za različite vrste socijalizacije u selu. Prostor nije projektiran samo za djecu već i za roditelje, odrasle i umirovljenike (koji čine većinu populacije). Prostor se može koristiti na različite načine: za radionice, igre, klupske sastanke, projekcije filmova...

Due to the changes made by moving the classroom into the teacher’s apartment, the previous school space is now empty and can be used for other purposes. The idea is to convert this part of the school into a community centre where local community can socialise in various activities. This space is designed not only for children but adults and seniors too (most of the population). Now the space is used all day long for hosting: workshops, games, club meetings, movie projections…

1

/ View of the chair becoming

Prikaz stola koji postaje klupa, element za igru ili pano

/ View of the desk becoming a

a coffee-table or a shelf

Prikaz različitih ploča za signalizaciju unutar i izvan škole

bench, a play element or an exhibit board

/ View of various notification boards within or outside the school

FURNITURE

Višenamjenski namještaj posljedica je činjenice da se u društvenoj prostoriji odvijaju različiti scenariji. Rotacijom namještaja njegova se funkcija mijenja. Stol postaje klupa, panel za izložbe, oprema za vježbanje, element scenografije... Stolica postaje mali stol, polica...

The multifunctional furniture design is a consequence of the need to meet the conditions of different scenarios held in the community room. By rotating the furniture elements their function changes; the table becomes a bench, exhibition panel, exercise equipment, scenery for plays, and the chair becomes a coffee table, bookshelf….

Zbog nedostatka identiteta i bilo kojeg oblika signalizacijskog sustava stvara se i sustav s informacijskim/oglasnim pločama. Ploča se sastoji od službenog dijela s naslovom i neslužbenog dijela na koji se stavljaju oglasi, crteži i slično.

Because of the lack of identity and any form of signing, a system of information/sign boards is developed. Each board has an official and area with a label and an unofficial area for notifications, children’s drawings etc.

Sva oprema se izrađuje na organiziranim radionicama i gradi je lokalno stanovništvo.

Materijali koji se koriste su lokalni ili se prerađuju u lokalnim tvornicama. Na ovaj način, namještaj dobiva dodatnu vrijednost pa će biti bolje održavan.

All the equipment is made in workshops by the local community. The materials are local or prefabricated in local factories. In this way, all the furniture used in the school has added value and better care will be taken care of it.

radionica / the workshop

NAMJEŠTAJ

Područna škola treštanovci / DISTRICT SCHOOL treštanovci

Prikaz stolice koja postaje stolić ili polica

71

1 Područna škola treštanovci / DISTRICT SCHOOL treštanovci radionica / the workshop 72

CURRENT SITUATION

Social aspect –– one student –– lack of public space –– children not attending their local school

technical aspect –– cracks on the facade + windows –– main entrance ramp –– repairs on floors and walls –– heating expenses –– attic

SOCIALIZATION + quality of education + active local community

better conditions for small number of students

extra curricular activities –– science corner –– hands-on projects –– music lessons

sports activities indoor

outdoor

Multifunctional furniture

Signalization – local materials and technology – DIY

village community center 1 movie screenings

2 library + reading room

3 assembly

Sports equipment

4 outdoor festivities + park

– furniture – lighting – flooring – topography

5 workshops –– peer-2-peer –– traditional skills –– career day

6 board games

1

communication

activity

people

Shema cirkularnog procesa unaprijeđenja kvalitete života mještana

/ Diagram of the circular process of the

Prikaz mogućih aktivnosti: fišijada

improvement of the inhabitants’ quality of life

/ Possibilities for community activities: fish soup festival

SOCIALISATION

S obzirom da je u školi samo jedna učenica, a škola je trenutno jedino mjesto društvene namjene u naselju, rješavanje pitanja socijalizacije je ključno. Zbog toga se stvara društvena prostorija i vanjski trg – prostori za okupljanja i druženje koji će omogućiti učenici život u socijalno zdravom okruženju.

Since there is only one student in this school and the school is the only public institution in the village of Treštanovci, socialisation is a crucial matter. By activating this space as a common area, the local community will have a place to socialise and the only student of this school will have a better chance growing up in a socially healthier environment.

Lokalno stanovništvo je uključeno u proces projektiranja sudjelujući u planiranju, projektiranju i građenju projekta. Njihovim zajedničkim radom stvara se novi oblik društvene povezanosti i spoznaja da je s malo kreativnosti, inicijative i organizacije moguće stvoriti bolji život za čitavo selo.

Rezultat je kontinuirani proces koji se sastoji od niza: ideja – komunikacija – rad – produkt, a koji osigurava konstantu aktivnost stanovništva u svrhu poboljšavanja kvalitete svakodnevnog života.

The locals are involved in this process of transformation by participating in the planning, building and design of the project. By working together, a new sense of community is built and the idea that with a little creativity, initiative and organisation they can build a better life for themselves is implemented.

The result is a continuous process that consists of idea – communication – working together – product which ensures constant activity in the community that enhances the quality of their lives.

radionica / the workshop

SOCIJALIZACIJA

Područna škola treštanovci / DISTRICT SCHOOL treštanovci

idea

73

1

Područna škola treštanovci / DISTRICT SCHOOL treštanovci

radionica / the workshop

74

1

Područna škola treštanovci / DISTRICT SCHOOL treštanovci radionica / the workshop 75

2

Područna škola Tekić / DISTRICT SCHOOL Tekić

PODRUČNA ŠKOLA TEKIĆ Osnovna škola Mladost, Jakšić

DISTRICT SCHOOL TEKIĆ Primary school Mladost, Jakšić

2 yellow team Lucija Nićeno Viktorija Jagodić Samra Rahmanović Niko Crnčević Ana Šolić

radionica / the workshop 77

2

Područna škola Tekić / DISTRICT SCHOOL Tekić

2

Područna škola Tekić / DISTRICT SCHOOL Tekić 79

2

Područna škola Tekić / DISTRICT SCHOOL Tekić

radionica / the workshop

80

ANALYSIS

Škola u Tekiću nalazi se na istaknutoj uglovnoj parceli u srcu sela. Učiteljski stan zauzima polovicu tlocrta škole, a naseljava ga obitelj koja nije povezana sa školom.

Vanjski prostori škole su uglavnom adekvatno opremljeni i intenzivno se koriste. S obzirom na bogate izvannastavne aktivnosti, očit je nedostatak školskog trijema ili kakvog drugog prostora za boravak na otvorenom. Škola ima relativno velik broj djece, a nastava se odvija u istom razredu u dva turnusa. Iako izvana obnovljena, škola je po pitanju opreme u sličnom stanju kao ostale područne škole obuhvaćene ovom analizom. Kreativne intervencije prisutne u čitavoj zgradi rezultat su angažmana učiteljica koje zajedno s djecom uređuju prostor, stvarajući atmosferu koja potiče na rad i igru. Učiteljica pokušava postojećom elementarnom opremom diferencirati prostore unutar učionice za odvijanje parelelnih aktivnosti različitih uzrasta. Veliki nedostatak škole je nepostojanje pitke vode, zbog čega je improviziran sustav korištenja vode iz kanistra. Pored rješenja pitanja vodovoda, nužan preduvjet zdravog i sigurnog obrazovanja je i grijanje, kao i rješavanje problema opasnog psa u školskom dvorištu koji pripada obitelji koja živi u učiteljskom stanu.

The school in Tekić is placed on a prominent cornered area in the middle of the village.

The teacher’s apartment takes up half of the school ground-plan and is occupied by a family not connected with the school. External areas of the school are more or less adequately equipped and are intensively used. Considering the numerous extra-curricular activities, it is obvious that the school is missing an exterior porch or some similar space for outdoor sojourns. The school has a relatively high number of students and the teaching is organised in the same classroom in two shifts. Although the school exterior has been renovated, in terms of equipment, the school is in a similar state to other branch schools included in this survey. Creative interventions present throughout the building are the result of teachers’ efforts who organised the school area together with students in a way that it stimulates learning and play.

With the existing basic equipment the teacher tries to differentiate spaces so that the classroom accommodates parallel activities with the students of different age.

The most severe shortcoming of the school is a lack of drinking water and improvised system of water use from canisters. Except for water supply, a much-needed requirement for healthy and safe education is also heating. A potentially dangerous dog kept by the family living in teacher’s apartment is yet another safety issue that needs to be resolved.

The school is renowned for its tradition of quality teaching and extra-curricular activities. Contemporary methods of education are used in the school which has created a collective that cherishes community values and environmental care. In comparison with other surveyed schools, students here are outstandingly motivated to learn and to participate in extra-curricular activities such as drama and creative groups organised, in their free time by the teachers, and attended by most of the students.

The results of such endeavours are quite visible in the conception the students have about their future professions which convincingly exceeds the ideas of the students in other surveyed schools.

radionica / the workshop

Školu prati tradicija kvalitetne nastave i izvannastavnih sadržaja, te se danas primjenjuju suvremene metode odgoja i obrazovanja, što rezultira stvaranjem kolektiva koji njeguje vrijednosti zajedništva i brige o okolišu. Za razliku od ostalih istraženih škola, ovi su učenici natprosječno motivirani za učenje ali i izvannastavne aktivnosti poput dramske i kreativne sekcije koje u slobodno vrijeme vode učiteljice, a pohađaju gotovi svi učenici. Rezutat toga vidljiv je kroz predodžbu učenika o vlastitom budućem profesionalnom djelovanju, koja uvjerljivo nadilazi vizije učenika svih ostalih istraženih škola.

2 Područna škola Tekić / DISTRICT SCHOOL Tekić

ANALIZA

81

2

POSTOJEĆE STANJE

Područna škola Tekić / DISTRICT SCHOOL Tekić

BROJ UČENIKA BROJ UČITELJA STAN VANJSKI PROSTOR TEREN KOLNI PRISTUP DVORIŠTE DVORIŠNI OBJEKTI IGRALIŠTE UNUTARNJI PROSTOR UČIONICE SANITARIJE HODNIK GARDEROBA KABINET UČITELJA BLAGOVAONICA ČAJNA KUHINJA INFRASTRUKTURA OPSKRBA TEKUĆOM VODA

radionica / the workshop 82

STRUJA GRIJANJE KANALIZACIJA OPREMA KLUPE I STOLICE PLOČA DIDAKTIČKI MATERIJAL ORMARI VANJSKA OPREMA

14 1 (+ učitelj engleskog) useljen, obitelj nije u vezi sa školom

Current situation

no. of students no. of teachers apartment

14 1 (+ English teacher) inhabited, family not related to school

✓ ravan ✓ ✓ ✓ ✓ travnato

outer SPACE terrain road courtyard courtyard houses playground

✓ flat ✓ ✓ ✓ ✓ grassy

✓ 1 ✓ muške, ženske, ulazni prostor ✓ ✓ u hodniku × × ×

inner space classroom sanitary facilities hallway dressing room teachers room dining room kitchenette

✓ 1 ✓ male, female, entry ✓ ✓ hallway × × ×

✓ nema tekuće vode, voda iz tanka nije za piće ✓ ✓ na drva ✓ septička jama ✓ ✓ ✓ ✓ u hodniku ✓ ljuljačke

INFRASTRUCTURE water supply electricity heating sewage EQUIPMENT benches and chairs blackboard didactic material lockers playground equipment

✓ none, tank water not suitable for drinking ✓ ✓ wood ✓ cesspool ✓ ✓ ✓ ✓ hallway ✓ swings

2

Područna škola Tekić / DISTRICT SCHOOL Tekić radionica / the workshop 83

2

CURRENT SITUATION

Područna škola Tekić / DISTRICT SCHOOL Tekić

SOCIAL ASPECT –– doesn't play an active role in community life –– only public building in village –– designed for outdated teaching methods

TEHNICAL ASPECT –– wood heating –– primitive toilet system –– no drinking water –– no main entrance ramp

MAIN IDEA –– adaptability to daily changes and seasons

OUTSIDE –– functional modul as a structure of pavilion –– pavilion made of local materials –– new entrance to school with ramp

INSIDE –– functional modul as furniture, partition wall and shelves

outdoor classes extracurricular activities radionica / the workshop

SIMBOLICAL LEVEL –– function module refers to local typologies

SPATIAL PROBLEMS –– simple transformation of classroom

PRACTICAL LEVEL –– we provide simple instructions for community

storage for tools informal gatherings special events

84 Štagalj – tradicionalni element za sušenje slame / Štagalj – a traditional element for hay drying

Jednostavna konstrukcija elemenata / Elements are easy to build

PROJECT

Škola kao javna zgrada nema aktivnu ulogu u životu zajednice iako je jedina javna zgrada u selu. Kada govorimo o njoj kao obrazovnoj ustanovi, danas postoje nove metode učenja koje teže individualiziranom pristupu u nastavi, nasuprot tradicionalnoj organizaciji učionice. Škola bi trebala imati učionicu prilagodljivu dnevnim i sezonskim promjenama. Organizirana je za zastarjele metode učenja i primjerenija održavanju nastave za 32 učenika nego za 16 učenika, koliko trenutno pohađa ovu školu (4.5 m² po učeniku, dok je standard 2 m² po učeniku).

The school as a public building does not play an active role within the community life although it is the only public building in the village. When we talk about it as an educational building, there are new emerging teaching methods and they lean toward a more individualised approach contrary to the traditional organised classroom space. The school should have a day-active classroom adaptable to daily changes and seasons; at present it is designed for outdated teaching methods. 32 students as opposed to the 16 students attending this school currently (4.5 m² per student, with a standard of 2 m² per student).

The main idea is of a functional module that could activate community, and solve spatial problems. The community is involved on all project levels. On a practical level, we provide simple instructions for the community (open source). It is of lowtech construction made of local, affordable materials and at a symbolic level, the functional module refers to local typologies of a hayrack. The functional module to the exterior is of a pavilion, which could be used for outdoor classes, extracurricular activities, storage for tools (e.g. rakes), informal gatherings or special events. It is constructed from local materials with a new entrance to the school with a ramp.

It is an open space that children could fill with hay in autumn as winter protection.

Inside, the functional module is furniture, a partition wall as well as shelves. Shelves are filled with handmade cushions acting as sound insulation of classrooms into their separated parts. It enables the simple transformation of classroom into 4 separated parts for the individual work by each class, 2 parts or one large space. The cushions from shelves, as well as hay from inside the walls of the pavilion, can be used for sitting and for morning meditation that marks the start of every school day. In that way, space is exposed to everyday changes, which depend on the time of day, day of the year, and seasons.

radionica / the workshop

Glavna ideja je funkcionalni modul koji može pokrenuti zajednicu i riješiti prostorne probleme. Zajednica je uključena u sve razine projektiranja. Na praktičnoj razini, mi dajemo jednostavne smjernice zajednici (‘open source’). Riječ je o tehnološki vrlo jednostavnoj konstrukciji napravljenoj od lokalnih, cijenom prihvatljivih materijala.

Na simboličnoj razini, funkcionalni modul odnosi se na lokalnu tipologiju ‘kozolca’.

Izvan škole funkcionalni modul pojavljuje se u obliku paviljona. Paviljon se može koristiti za nastavu na otvorenom, izvannastavne aktivnosti, skladište alata (npr. grablje), neformalna okupljanja ili posebne događaje. Paviljon je napravljen od lokalnih materijala i predstavlja novi ulaz u školu s rampom. To je otvoreni prostor koji djeca u jesen pune sijenom i tako ga štite od zime. U unutrašnjosti, funkcionalni modul je namještaj – police, kao pregradni zid. Police se pune ručno izrađenim jastucima koji obavljaju ulogu zvučne izolacije odvojenih dijelova učionice. One omogućavaju jednostavnu transformaciju učionice u četiri odvojena dijela za individualni rad svakog razreda, dva dijela ili jedan veliki prostor. Jastuci s polica, isto kao i sijeno kojim su ispunjeni zidovi paviljona, mogu se koristiti za sjedenje i za jutarnju meditaciju kojom učenici započinju svaki školski dan. Na taj način prostor je izložen svakodnevnim promjenama koje ovise o dobu dana i godišnjim dobima.

2 Područna škola Tekić / DISTRICT SCHOOL Tekić

PROJEKT

85

2 Područna škola Tekić / DISTRICT SCHOOL Tekić radionica / the workshop 86

Funkcionalni modul Eksterijer: struktura paviljona ––paviljon izgrađen od lokalno dostupnih materijala ––tradicionalne je konstrukcije i slamnatog krova ––novi ulazni prostor u školu ––prostor za priredbe i izvannastavne aktivnosti

FUNCTIONAL MODULE Exterior: structure of the pavilion ––pavilion is constructed local, affordable materials ––traditional structure with thatched roof ––new entrance to school ––area for special events and extracurricular activities

Interijer: pomični pregradni zidovi/police ––promjena formacija ––dvostruka funkcija (zid ili police) ––skladištenje jastuka u pregradama ––zvučna izolacija za odjeljivanje radnih grupa

Interior: partition wall / shelves ––movable partition walls ––partition wall = shelves ––cushions can fill up partition wall ––soundproofing for class division

2 Područna škola Tekić / DISTRICT SCHOOL Tekić

Exterior: structure of the pavilion Children playing inside and outside while the teacher is filling the walls with hay

Interijer: pomični pregradni zidovi/police Grupni rad djece različitih dobnih skupina, multifunkcionalan prostor

Interior: partition walls/ shelves Group work for children of different ages, multifunctional space

radionica / the workshop

Eksterijer: struktura paviljona Djeca se igraju u unutrašnjosti i oko paviljona dok učitelj popunjava zidove sijenom

87

2 Područna škola Tekić / DISTRICT SCHOOL Tekić radionica / the workshop 88

sezonske promjene – jesen Godišnje doba početka nastave. Djeca se igraju u prirodi, prikupljanje jesenskih plodova i priprema paviljona za zimu. / seasonal changes – autumn In the season when school starts, children can play outside, gather various fruits and start preparing the pavilion for winter.

2

/ seasonal changes – winter The children are at school, the pavilion is protected, and all classes are held in one adaptable classroom. Classes are combined.

Područna škola Tekić / DISTRICT SCHOOL Tekić

sezonske promjene – zima Djeca su u školi. Paviljon je zaštićen slamom, sva se nastava održava u jednoj prilagodljivoj prostoriji koju razredi dijele.

radionica / the workshop 89

2 Područna škola Tekić / DISTRICT SCHOOL Tekić radionica / the workshop 90

sezonske promjene – proljeće Djeca sade biljke, nastava se održava vani.

Počinju pripreme za završnu školsku priredbu. / seasonal changes – spring The children plant flowers, classes may be held outdoors. Preparation for final school show have started.

2

/ seasonal changes – summer The plants have grown, the children play outside. Final school show and art display is organised. School is over.

Područna škola Tekić / DISTRICT SCHOOL Tekić

sezonske promjene – ljeto Biljke su narasle, a djeca sve više vremena provode vani. Organizira se završna priredba i izložba radova. Kraj nastave do jeseni.

radionica / the workshop 91

20 50 100

200

+ 5,90

300 cm

+ 2,80

+ 0,80

radionica / the workshop 92

62.5 45 35

465 430 590

35

62.5 45

± 0,00

+ 0,80

+ 2,80

± 0,00 + 5,10

Područna škola Tekić / DISTRICT SCHOOL Tekić

+ 5,10

+ 5,90

2

50 40 20

320 300

20 745

320 300

55 20 45

Funkcionalni modul / Functional module

2

2 cm

30 cm

180 cm

52 cm

Područna škola Tekić / DISTRICT SCHOOL Tekić

50 cm

Paravan / police / Partition wall / shelf

OPEN SOURCE DIY

Najbitniji dio koncepta dodatnog namještaja za interijer škole su jednostavne ‘uradisam’ upute za njegovu izradu. Uzimajući u obzir loše financijsko stanje škole, bilo kakva industrijska proizvodnja značajno bi povećala cijenu proizvoda. Kako bi se aktivirala zajednica, izrada polica i paravana može se organizirati među starijim učenicima i roditeljima. Sama konstrukcija je iznimno jednostavna, a materijali su jeftini i lako dostupni. Održavanje radionice i sama izrada ne bi trajala dulje od jednog poslijepodneva.

The most important part of the furnishing concept is simple DIY instructions for its construction. Due to the poor financial state of the school, any kind of pre-produced furniture would be more expensive. In order to involve the entire community, the construction of the shelves and dividers can be organised by the pupils’ parents and older friends. Construction is very simple and materials are inexpensive and found locally. A simple workshop can be held and the entire construction would take less than an afternoon.

radionica / the workshop

OPEN SOURCE DIY

93

2 Područna škola Tekić / DISTRICT SCHOOL Tekić radionica / the workshop 94

PARAVAN / POLICE

PARTITION WALL / SHELF

Ovaj dio intervencije na interijeru jednostavni su drveni paravani i police. Proizvode ih učenici uz jednostavne upute, mogu se koristiti kao dodatne ploče, odjeljivači prostora za više razreda u istoj prostoriji, panoi za izložbe ili police koje tvore kutak za čitanje. Jastuci koji se skladište u elementu služe dvostrukoj svrsi – kao zvučna izolacija ili kao dodatna sjedala za školske priredbe i nastavu u vanjskom paviljonu.

This intervention in the school interior is for simple wooden partition walls and shelves. Made by the pupils with provided instructions, the base can be used as an additional blackboard, a room divider for teaching multiple classes in the same space, exhibition panels, or shelving for a reading corner. Pillows held in the elements serve a double purpose – as soundproof insulation or as extra seats for school events and classes held outside the pavilion.

ZIDNI NAMJEŠTAJ

WALL FURNITURE

Intervencija na zidovima su drvene letvice koje služe kao nosači, držeći na sebi izmjenjive module, čineći cijeli zid funkcionalnim dijelom razreda. Moduli uključuju dodatne ploče koje ujedno služe i kao scenografija za dramsku sekciju, modularne panoe i vreće od filca. Sve to pridonosi individualnom pristupu učenicima koji učiteljica prakticira, ujedno ojačavajući osjećaj zajedništva kod grupnih izložbi.

Additions to the school walls are wooden elements that serve as holders, housing exchangeable modules making the entire wall a functional part of the class. Modules include additional blackboards that can also be used as scenery for the school’s drama workshops and modular felt exhibition panels and bags, adding to the individual approach the teacher has with the pupils, but also giving a strong sense of community during the group exhibitions.

2 Područna škola Tekić / DISTRICT SCHOOL Tekić

CONCLUSION

Ovim projektom nismo samo htjeli utjecati na arhitekturu i opremu škole nego i na sam način provođenja nastave. Unatoč velikim problemima tehničke naravi, odlučili smo se za rad u ovome smjeru kako bi na te probleme zajednici ukazala sama ustanova kvalitetom svoga rada i vrhunskim provođenjem nastavnog programa. Rješenja do kojih smo došli potiču već postojeći individualni pristup i inovativne nastavne metode koje mlada i entuzijastična učiteljica primjenjuje. Provođenje nastave u prirodi i prilagođavanje programa, ali i prostora sezonskim događajima u kojima sudjeluje cijela zajednica korak je ka integraciji škole u društveni život cijeloga sela. Upravo funkcionalni modul u vidu vanjskog paviljona prvi je korak u toj integraciji, dok na drugim razinama transformacije i unutarnjeg prostora škola postaje društveni centar sela, što automatski utječe i na angažiranost roditelja u školovanju djece. ‘Uradi-sam’ pristup i otvorena dostupnost materijala za izradu namještaja može se primijeniti kao obrazac i na druge škole sa sličnim problemima, učinkovito i jeftino pružajući tim školama prvi korak u novi i jednostavniji život.

This project was not only intended to affect the architecture and interior of the school but also the teaching methodology used. Taking into consideration the severe technical problems of the school, this direction was taken in order to point to those problems inherent in the school itself, showing its value to the community with its excellent programme, and the quality of teaching methods. Solutions developed in this workshop encourage an already-existing individual approach to the pupils and innovative teaching methods used by a young and enthusiastic teacher. Holding classes outside and adapting the programme and space to the seasonal events of the entire community is a step towards integrating the school into the social life of the entire village. The functional module, outside the pavilion, is a vital step to its integration, while transforming the school interior encourages it to become a social centre for the village, automatically raising the level of involvement of the parents in their children’s education. The ‘do-it-yourself’ approach combined with open source information on building such furniture can become a pattern used in more schools with similar problems, efficiently and inexpensively giving a push to such schools into a new and brighter existence.

radionica / the workshop

ZAKLJUČAK

95

3

Područna škola trapari / DISTRICT SCHOOL trapari

PODRUČNA ŠKOLA TRAPARI Osnovna škola Mladost, Jakšić

3

DISTRICT SCHOOL TRAPARI Primary school Mladost, Jakšić

green team Ivona Miloš Nikola Arambašić Ivan Vukmanić Pero Vuković

radionica / the workshop 97

3

Područna škola trapari / DISTRICT SCHOOL trapari

3

Područna škola trapari / DISTRICT SCHOOL trapari 99

3

Područna škola trapari / DISTRICT SCHOOL trapari

radionica / the workshop

100

ANALYSIS

Za razliku od svih ostalih promatranih škola, jedino škola u Traparima ima dvije učionice što ukida potrebu odvijanja nastave u dvije smjene. Položaj joj je također atipičan jer se nalazi na uzvisini s koje se pruža lijep pogled u dolinu. Vanjski prostori su tek manjim dijelom prilagođeni učenicima (asfaltirano igralište), dok je veći dio školskog dvorišta u nejasnom režimu korištenja. Na parceli škole nedavno je izgrađen objekt koji je u vlasništvu općine, ali nepoznate je namjene i nije u vezi sa školom.

Učiteljski stan se ne koristi i u potpunosti je devastiran, te trenutno služi kao odlagalište građevinskog otpada škole. S druge strane prateći prostori učenika (ulaz, garderoba, komunikacije i sanitarije) su poddimenzionirani. Iako je škola po pitanju opreme, igrališta i uređenja interijera najbolje opremljena škola u istraženom uzorku, krajnje izdužene proporcije učionica i neadekvatno prirodno osvijetljenje ne odgovaraju potrebama paralelne nastave. Postoje uvjeti za korištenje računala i interneta, koje nastavnici povremeno koriste u obrazovne svrhe i za razonodu učenika. U školi predaju mladi učitelji koji su spremni uložiti više truda u realizaciju izvannastavnih aktivnosti, poput vještina sviranja na tradicionalnim glazbalima. Unatoč zahtjevnim uvjetima rada, postoje mnoge prednosti obrazovanja u manjoj sredini, poput zaštitničkog odnosa starijih prema mlađim učenicima, prisnosti s učiteljima, odrastanja u prirodnom okruženju, zajedništva i empatije. Učenici su vrlo skromni i nezahtjevni, a odlikuju ih vrline koje proizlaze iz neopterećenosti suvremenim životnim navikama konzumerističkog društva.

In contrast to all other observed schools, only the school in Trapari has two classrooms thus allowing teaching in one shift only. The location of the school is also atypical.

It is placed on a small hilltop with a nice view overlooking the valley. External school spaces are appropriate for students only to a small degree (paved playground), whereas the largest part of the schoolyard has an unclear regime of use. Recently, a building owned by the municipality was built on the school property. Its purpose is unknown and it is unconnected with the school. The teacher’s apartment is not used and is completely devastated. Currently, it serves as a school construction waste disposal site. On the other hand, all the auxiliary areas for students (entrance, wardrobe, communications and sanitary facilities) are under-dimensioned. In terms of supplies, playground and interior design this school is by far the best equipped of all those surveyed. However, extremely elongated proportions of the classrooms and inadequate natural lighting are not in line with the requirements for parallel teaching. There are possibilities for computer and internet use, which are occasionally put to use by the teachers in the class or for students’ entertainment. Teachers in the school are all young and eager to invest more effort in extra-curricular activities such as learning how to play traditional instruments. Despite the demanding conditions, there are many advantages of education in smaller communities such as the protective relationship of older students toward younger ones, familiarity with teachers, growing up in natural surroundings, communal spirit and empathy.

Students are very humble and undemanding, endowed with virtues eroded by the life habits of today’s contemporary consumerist society.

3 Područna škola trapari / DISTRICT SCHOOL trapari

ANALIZA

radionica / the workshop 101

3

POSTOJEĆE STANJE

Područna škola trapari / DISTRICT SCHOOL trapari

BROJ UČENIKA BROJ UČITELJA STAN VANJSKI PROSTOR TEREN KOLNI PRISTUP DVORIŠTE DVORIŠNI OBJEKTI IGRALIŠTE UNUTARNJI PROSTOR UČIONICE SANITARIJE HODNIK GARDEROBA KABINET UČITELJA BLAGOVAONICA ČAJNA KUHINJA INFRASTRUKTURA OPSKRBA TEKUĆOM VODA STRUJA GRIJANJE KANALIZACIJA

radionica / the workshop 102

OPREMA KLUPE I STOLICE PLOČA DIDAKTIČKI MATERIJAL ORMARI VANJSKA OPREMA

11 1 (+ učitelj engleskog) neuseljen

Current situation no. of students no. of teachers apartment

11 1 (+ English teacher) uninhabited

✓ u padu ✓ ✓ × ✓ asfaltirano

outer SPACE terrain road courtyard courtyard houses playground

✓ leaning ✓ ✓ × ✓ paved

✓ 2 ✓ muške, ženske, ulazni prostor ✓ ✓ u hodniku × × ×

inner space classroom sanitary facilities hallway dressing room teachers room dining room kitchenette

✓ 2 ✓ male, female, entry ✓ ✓ hallway × × ×

INFRASTRUCTURE water supply electricity heating sewage

✓ well, local plumbing ✓ ✓ wood ✓ cesspool

✓ bunar, lokalni vodovod ✓ ✓ na drva ✓ septička jama ✓ ✓ ✓ ✓ u hodniku ✓ koševi, golovi

EQUIPMENT benches and chairs blackboard didactic material lockers playground equipment

✓ ✓ ✓ ✓ hallway ✓ basket, goal

3

Područna škola trapari / DISTRICT SCHOOL trapari radionica / the workshop

103

3 Područna škola trapari / DISTRICT SCHOOL trapari

schoolyard

Creating greenhouse from old window panes using old bricks for paving

Garden is started

During summer months student workshops are organised

Seedlings grow in greenhouse and are ready for being planted outside

school building

Demolition of transverse walls Cleaning and recycling of waste materials

radionica / the workshop 104

Villagers help pupils to make traditional hay-beds

Bring props that gradually fill wonder cabinets

Creating recycled furniture – ‘Wonder cabinets’

Helping in demolition works and cleaning

Fruits and crops from the gardens are sold at charity events

Pupils from cities come for school in nature

Organising new larger classroom

local community

Agriculture students analyse school garden and give advices and new knowledge to the local farmers

Collecting of hay Making of compost

Before acquiring money for refurbishment of the attic guest pupils are housed by local households

Money made from selling fruit and crops is used to refurbish attic and build new staircase

Local farmers participate in summer workshop and learn about new technologies and cultivating trends

Villagers donate seeds of local farming cultures and knowledge about cultivation

Local residents help in creating a new attic

school becomes a public institution where pupils and local residents learn, socialise and create a new more integrated community

PROJECT

U malim selima škola je često jedina javna ustanova. Kao takva ima potencijala preuzeti ili stvoriti dodatne vrijednosti značajne za učenike, ali i čitavu lokalnu zajednicu. Projektom revitalizacije OŠ Trapari prostornim intervencijama i stvaranjem sukladnog (novog) programa postižu se nove mogućnosti i modeli nastave učenika kao i sudjelovanje šire zajednice u radu škole i obrazovanju mladih.

In small villages, elementary schools are often singular public institutions. As such, schools are in a position to create new potential for students and the local community. The project of the refurbishment of the Trapari elementary school aims to add new potential to the school and integrated local community trough spatial and programmatic interventions.

Zamišljen kao low-cost intervencija, projekt započinje čišćenjem objekta škole i uklanjanjem poprečnih zidova. Postojeća učionica se znatno povećava, čime se omogućuje primanje većeg broja učenika. Paralelno, koristeći otpadni materijal i lokalna znanja, žitelji sudjeluju u izradi novoga pomičnog mobilijara – tzv. ‘kabineta čuda’. Državni model nastave u prirodi preoblikuje se na taj način da se ona provodi u turnusima po nekoliko dana u malim seoskim školama poput Trapara. Učenici koji dolaze donose sa sobom sitnice i rekvizite za nastavu iz raznih predmeta koji polako pune ‘kabinete čuda’ i stvaraju novu riznicu znanja. Kako bi se omogućio prihvat gostiju, tavan škole se preuređuje u zajedničku spavaonicu s madracima od sijena i visećim pletenim ležaljkama. Dvorište škole se aktivira radovima u vrtu (obradom i sadnjom) koje provode učenici. Mladi tako stječu nova znanja, nove radne navike i osjećaj zadovoljstva zajedničkim trudom i napretkom. Seoski žitelji doniraju sjeme lokalnih kultura i daju potrebna znanja, čime mali vrt škole postaje presjek ukupnih djelatnosti i kultura svoga kraja. Lokalne vrijednosti i znanja na ovaj se način revaloriziraju i nadograđuju.

Designed as a low-cost intervention, the project begins with the demolition of transverse walls and the removal of dirt and waste accumulated over the years. Waste, such as old bricks, planking and window panes are recycled and used to create new movable furniture – so-called ‘wonder cabinets’. National education programme of ‘School in nature’ is transformed so that pupils from larger cities take turns visiting over the school year and spend a few days in smaller village schools such as Trapari.

New pupils who come every week, bring with them small props and sundries (such as seashells, fossils, rocks, seeds, etc.) which can be used as teaching materials.

These small donations gradually fill the ‘wonder cabinets’ and create new repository of knowledge. The attic of the school is transformed to house a new dormitory for the increased number of pupils. Sleeping is arranged on traditional hay beds and hammocks. Pupils transform the schoolyard by planting a garden, an orchard and a small crop field. By doing so, pupils learn about gardening, biology, farming and acquire work habits and sense of shared accomplishment. Villagers donate small amounts of seeds from local farming cultures together with their knowledge of their cultivation. In this way, the schoolyard becomes a summary of local cultures and activities through which local tradition is represented and re-evaluated.

The overall process is accompanied by the making and filling of a large calendar positioned over the whole longitudinal wall of the classroom. The calendar is also a workflow chart, a reminder and a memento. It is a sum of all activities representing the work in a visually strong and clear way, that shows all progress made by joint forces of local and visiting pupils, teachers and locals adding up to stronger sense and integration in the local community. The calendar chart becomes a model of organisation of the process that can be used in similar projects of refurbishment and revitalising small village schools.

radionica / the workshop

Cijeli proces je praćen izradom i popunjavanjem velikog kalendara koji zauzima cijeli longitudinalni zid učionice. Kalendar je i hodogram, podsjetnik i spomenar. Kao suma svih aktivnosti daje brzu i jasnu vizualnu poruku učinjenih pomaka te osnažen osjećaj kolektiva i zajedničkog rada sa zajedničkim ciljem. Kalendar postaje model organizacije koja se osim u Traparima može primijeniti i u drugim sredinama.

3 Područna škola trapari / DISTRICT SCHOOL trapari

PROJEKT

105

3 Područna škola trapari / DISTRICT SCHOOL trapari

astronomy viewpoint COMPOST SIZE All green waste is collected and made into compost which fertilizes the garden

GARDENS AND CROPS Pupils cultivate a garden from seeds donated by locals, thus creating a small summary of local farming cultures EXISTING BUILDING With unclear purpose and origin, with activation and the use of the whole schoolyard aim is to prevent local official to use this building for private and non-transparent purposes

OPEN CLASSRROOM TERRACE Recycled planks and blocks are used to create terrace for open classroom

radionica / the workshop 106

ORCHARD Local residents donate seedlings for planting an orchard with local fruit

BRICK PLATFORM Recycled bricks are used to make a platform for a small greenhouse, a watering well and meteorology station SPORTS PLAYGROUND Haystacks are used to create seating places for spectators EXISTING PLAYGROUND

EXISTING SCHOOL BUILDING

FRONT GARDEN Public space with flowers, benches and view on the surroundings

3

Prizemlje s novom velikom učionicom / The lower floor with the large new classroom

Potkrovlje škole transformirano je u spavaći prostor (kreveti i vreće za spavanje) i prostor dnevnog boravka za gostujuće učenike i studente / The attic is transformed into a sleeping area (beds and hammocks) and a living area for visiting schools and students

radionica / the workshop

Detalj stubišta s policama i učeničkim ormarićima u pozadini / Detail of the stairs with bookshelves and student lockers behind them

Područna škola trapari / DISTRICT SCHOOL trapari

Aksonometrijski prikaz škole / Axonometric view of the school

107

3 Područna škola trapari / DISTRICT SCHOOL trapari radionica / the workshop 108

KABINETI ČUDA

WONDER CABINETS

Pokretni ‘kabineti čuda’ služe za podjelu velike učionice na manje segmente. Uz to što se koriste za pohranu nastavnih rekvizita, ‘kabineti čuda’ mogu poslužiti za kreiranje scenografije za predstavu ili kao pokretni zid s projekcijskim platnom (mala kino dovrana).

Movable ‘wonder cabinets’ can serve to divide the large classroom into smaller spaces of particular interest. A part from being a storage area for teaching material, ‘wonder cabinets’, for example, can be used to form theatre scenery, or a small projection room

3 Područna škola trapari / DISTRICT SCHOOL trapari

SCHOOL ATTIC

Potkrovlje škole pretvoreno je u prostranu galeriju koja omogućuje proizvoljnu organizaciju spavaonice i dnevnog boravka za gostujuće učenike i studente.

The school attic is transformed into an open gallery space, which allows various sleeping arrangements and provides a vast living area for visiting schools and students.

radionica / the workshop

POTKROVLJE ŠKOLE

109

3 Područna škola trapari / DISTRICT SCHOOL trapari radionica / the workshop 110

JEDNOGODIŠNJI PLAN

THE ONE YEAR PLAN

Zid i vrata velike učionice postaju veliki kalendar/plan za obnovu škole i organizaciju svih aktivnosti. Učenici mogu pratiti progres rada i reorganizirati nadolazeće projekte, na primjer: nakon rušenja poprečnog zida, otvara se mogućnost recikliranja dobivenog materijala, koji može poslužiti za gradnju novih objekata... Ako neka aktivnost nije završena u određenom mjesecu, moguće ju je jednostavno preraspodijeliti unutar ovog velikog godišnjeg planera.

The wall and doors of the classroom become a big calendar/plan for the renovation of the school and different activities. They can track their progression and reorganise their activities as they finish them. For example, as they tear down a wall, they can then reuse (recycle) the bricks and other materials for building new parts of the school; if they do not finish something in one month, they simply move it to the next month.

3 Područna škola trapari / DISTRICT SCHOOL trapari

/ Axonometric view of the classroom with the wall calendar/plan.

radionica / the workshop

Aksonometrijski prikaz učionice sa zidnim kalendarom/planom.

111

3 Područna škola trapari / DISTRICT SCHOOL trapari Iza školske zgrade nalazi se terasa popločena / Immediately next to the school, there is a terrace recikliranim deblima i blokovima. Ona paved with recycled planks and blocks. It is a predstavlja platformu za učionicu na otvorenom, platform for an open classroom, where learning gdje je učenje zabavnije tijekom sunčanog dana. is more fun on a sunny day. radionica / the workshop 112

Postojeća zgrada na školskom imanju poligon je za sakupljanje kišnice, kojom se navodnjava polje i voćnjak. Odmah do zgrade nalazi se ‘platforma čuda’ izgrađena od recikliranih cigli, te mali staklenik i meteorološka stanica.

/ Existing building on the school premises serves for the gathering rainwater, which is then used to water the orchard and the garden. Next to it there is a ‘wonder platform’ made of recycled bricks, with a small greenhouse and a meteorology station.

3 Područna škola trapari / DISTRICT SCHOOL trapari

Vrhunac projekta je vrt, koji predstavlja ‘svijet u malome’ – sve lokalne kulture na jednom mjestu, dok vrt ispred škole nudi i klupu za odmor sa zapanjujućim pogledom na okolicu.

/ The full cycle is completed with the garden,

radionica / the workshop

which is ‘a world in small’, presenting all local cultures, where the front garden also provides a bench for resting, with the view over the whole surrounding area.

113

3

Područna škola trapari / DISTRICT SCHOOL trapari

radionica / the workshop

114

3

Područna škola trapari / DISTRICT SCHOOL trapari radionica / the workshop 115

Područna škola Toranj / DISTRICT SCHOOL Toranj

PODRUČNA ŠKOLA TORANJ Osnovna škola Ivan Goran Kovačić, Velika

DISTRICT SCHOOL TORANJ Primary school Ivan Goran Kovačić, Velika

4 Magenta team Stanislav Kostić Petra Jelaska Nika Dželalija Aleksandar Matijašević

radionica / the workshop 117

Područna škola Toranj / DISTRICT SCHOOL Toranj

Područna škola Toranj / DISTRICT SCHOOL Toranj 119

Područna škola Toranj / DISTRICT SCHOOL Toranj

radionica / the workshop

120

Nakon provedbe analize kvalitete osnovnoškolskog obrazovanja u Republici Hrvatskoj Ministarstvo obrazovanja optimizirat će uvjete u kontekstu kojih će mnoge škole s malim brojem učenika biti vjerojatno zatvorene. Toranj je jedna takva škola, koju trenutno pohađa pet učenika. No, ova je škola ogledni primjer konteksta obrazovanja kakvom bi svaka škola trebala težiti.

Following the analysis of the quality of elementary school education in Croatia, the Ministry of Education will optimise conditions in the context of which many schools with a small number of students will most likely be closed. Toranj is one such school currently attended by only five students. Nevertheless, this school is an example of the context of education for which all schools should strive.

Škola ima lijepo uređen predvrt, stražnje dvorište i veliku livadu koja se koristi kao nogometno igralište. Iako škola ne posjeduje vlastite sportske terene, učenici koriste one koji pripadaju susjednom vatrogasnom domu. Škola je također primjer izuzetnog angažmana učiteljice i čvrste veze s lokalnom zajednicom. Kao i u većini ostalih škola, ni ovdje se stan ne koristi za stanovanje učitelja. Međutim, odnos obitelji koja tamo stanuje i škole predstavlja afirmativan primjer moguće simbioze u sličnim situacijama.

Obitelj u suradnji s učiteljicom održava vanjske prostore škole, pa su oni izuzetno njegovani i ugodni za boravak. Učiteljica je izuzetno motivirana da se učenicima posveti, kako po pitanju unaprijeđenja nastavnog sadržaja i metoda rada, tako i po pitanju njihove socijalizacije te povezanosti s lokalnom sredinom. U školi prevladava obiteljska atmosfera koja se manifestira kroz prisan odnos starijih i mlađih učenika, privrženost učiteljici, obrazovanje u bliskoj povezanosti s prirodnim vrijednostima, te individualni pristup radu prema specifičnim potrebama. Daleko brojnije od nedostataka, učiteljica nabraja mnoge prednosti školovanja u maloj sredini te kombinirane nastave s malim brojem učenika. Osobit dojam na mentorski tim ostavila je Slikovnica koja prezentira lokalne vrijednosti mjesta, a koju su djeca sastavila s učiteljicom.

Slikovnica predstavlja vrijedan dokumentacijski materijal u kojem je predstavljena društveno-kulturna baština, koju su učenici istražili i obradili na jedinstven i kreativan način, a na temelju koje je moguće zamisliti čitav niz aktivnosti, radionica i proizvoda koji se referiraju na tradicionalne vrijednosti.

The school has a well-tended front garden, a schoolyard behind and a spacious meadow used as a football field. Although the school does not possess its own sports ground, students use those belonging to the neighbouring fire station. The school is also an example of the teacher’s exceptional effort and of firm connections with local community. As in most of the other surveyed schools, the teacher’s apartment is not occupied by the teacher. However, the relationship between the family which occupies the apartment and the school is an affirmative example of possible symbiosis in similar situations. The family, in co-operation with the teacher, maintain the external school grounds that make them exceptionally well-tended and pleasant. The teacher is exceptionally dedicated to the students both in terms of improvement to the curriculum, methods of work and from the aspect of student socialisation and integration into the local community. There is a family atmosphere in the school that manifests itself through close relationships between older and younger students, students’ familiarity with the teacher, education in the tight connection with natural values and also an individual approach to the students according to their specific needs. Far more than shortcomings, the teacher lists numerous advantages of education in small communities and in combined teaching with a small number of students. The supervisory team was particularly impressed by a picture-book presenting values of the local community. The book was made by the children and their teacher. It represents valuable material that documents cultural heritage, researched and presented in unique and creative ways. Based on this picture-book it is possible to imagine a series of activities, workshops and products which refer to traditional values.

radionica / the workshop

ANALYSIS Područna škola Toranj / DISTRICT SCHOOL Toranj

ANALIZA

121

POSTOJEĆE STANJE Područna škola Toranj / DISTRICT SCHOOL Toranj

BROJ UČENIKA BROJ UČITELJA STAN VANJSKI PROSTOR TEREN KOLNI PRISTUP DVORIŠTE DVORIŠNI OBJEKTI IGRALIŠTE UNUTARNJI PROSTOR UČIONICE SANITARIJE HODNIK GARDEROBA KABINET UČITELJA BLAGOVAONICA ČAJNA KUHINJA INFRASTRUKTURA OPSKRBA TEKUĆOM VODA STRUJA GRIJANJE KANALIZACIJA

radionica / the workshop 122

OPREMA KLUPE I STOLICE PLOČA DIDAKTIČKI MATERIJAL ORMARI VANJSKA OPREMA

4 (6 od jeseni 2014) 1 (+ učitelj engleskog) useljen (obitelj nije u vezi sa školom)

Current situation

no. of students no. of teachers apartment

4 (6 starting fall) 1 (+ English teacher) inhabited (family not related to the school)

✓ ravan × ✓ ✓ dvije drvarnice ✓ travnat

outer SPACE terrain road courtyard courtyard houses playground

✓ flat × ✓ ✓ 2 log cabins ✓ grassy

✓ 1.5 ✓ mušku, ženski, ulazni prostor ✓ ✓ u hodniku × × ×

inner space classroom sanitary facilities hallway dressing room teachers room dining room kitchenette

✓ 1.5 ✓ male, female, entry ✓ ✓ hallway × × ×

✓ lokalni vodovod ✓ ✓ na drva ✓ septička jama ✓ ✓ stara ✓ ✓ u hodniku ×

INFRASTRUCTURE water supply electricity heating sewage EQUIPMENT benches and chairs blackboard didactic material lockers playground equipment

✓ local plumbing ✓ ✓ wood ✓ cesspool ✓ ✓ old ✓ ✓ hallway ×

Područna škola Toranj / DISTRICT SCHOOL Toranj radionica / the workshop 123

CURRENT SITUATION Područna škola Toranj / DISTRICT SCHOOL Toranj

TEHNICAL ASPECT –– incoherent and unused hall –– inappropriate sanitary facilities –– inadequate space distribution –– lack of storage space –– poor insulation

DEVELOPMENT STRATEGY

spreading aspects of children to possible professions

radionica / the workshop 124

SOCIAL ASPECT –– 5 pupils at one shift –– good cohabitation with refugee family in school apartment –– strong department inside the local community –– interaction with students at medical faculties (testing water springhead)

SCHOOL

LIFELONG LEARNING

LOCAL COMMUNITY

interaction with students at medical faculties through a variety of activities in the indoor micro-garden

preservation of traditions and their popularisation outside the region collaboration with the local community through creative workshops

classroom works as interactive space space transformation using sliding panels involvement of local industry and traditional crafts (metal, glass, wood industry in the nearby region)

PROJECT

Stanovništvo Tornja čini vrlo povezanu zajednicu. Kao mjesto okupljanja već koristi obližnji vatrogasni dom, a pokazatelj zdravlja zajednice je dobar odnos/kohabitacija obitelji izbjeglica koja živi u školskom stanu i brine o okućnici i školi. Učiteljica i učenici su motivirani i žele unaprijediti nastavu. Primjer tomu je kreativna knjiga koju su izradili istražujući lokalne običaje i tradicije. To nas je inspiriralo da uključimo zajednicu u proces radionica koje bi se održavale u prostorima škole (u vidu cjeloživotnog učenja). Ove radionice ne bi jačale samo socijalnu interakciju, nego bi generirale i konkretne proizvode koji bi se koristili u nastavnom procesu. Također bi potaknuli kreativnost kroz izradu vizualnog identiteta zajednice (izrada papira, razglednica, pletenje šiblja...). Studenti s Medicinskog fakulteta dolaze testirati vodu iz školskog izvora te kroz naglašavanje te interakcije studenata i učenika vidimo mogućnost ostvarivanja veze sa Sveučilištem i proširivanja aspekata budućih zanimanja učenika.

The local community in Toranj is already strong, and has space for gatherings organised in the nearby fire station. One indicator of a healthy community is the high level of cohabitation of refugee families living in the school apartment who take care of the school and garden. Teacher and children also have high motivation and they are eager to improve their curriculum. An example of that is the book they made concerning local traditions, and that was our motivation to include the local community in the process of creating workshops and interacting with all generations (lifelong learning).

These workshops would not be used solely for social interaction, but also would generate products, which could be used in the school and the teaching process. We also encouraged their creativity through developing a visual identity of their community (postcards, wickering, making paper etc). Students from the medical faculty come to test the quality of their water so in that way we see further connections with the university, to spread aspects of future possible professions.

The main spatial concept is a classroom that functions as an interactive space. As previously mentioned, the classroom is too big and organised only for frontal learning.

Through the simple division and reorganisation of space, the classroom becomes more variable. The result of a spatial analysis is an extra room inside the existing classroom. This space is divided with different types of sliding panels (blackboards and translucent panels); the blackboards are positioned on opposite sides of the classroom so they can enable parallel classes. One existing wall is covered with cork (enabling creative expression). Sliding panels on the window side are translucent. This double wall also reduces heating expenses. With a simple sliding of the panels, space can be transformed from a standard classroom to gym, art and science workshop. The space is also enriched with natural values in form of a biology ‘greenhouse’ element, inserted between the working space and windows. Storage space (both for children and teacher) is organised in a hallway with two sided storage. This multi-functional classroom with a few interventions becomes not only a room in which to teach but to learn, discover and play.

radionica / the workshop

Glavni prostorni koncept je učionica koja funkcionira kao interaktivni prostor. Sada je učionica prevelika za postojeći broj učenika i organizirana je isključivo za održavanje frontalne nastave što ne odgovara potrebama paralelne nastave. Jednostavnom podjelom i reorganizacijom prostora, ona postaje varijabilnija. Kao rezultat analize prostora škole dobili smo posebnu učionicu unutar velikog prostora. Učionica je odijeljena različitim tipovima kliznih panela (ploče za pisanje, geometriju i translucentni paneli).

Ploče su smještene na suprotnim stranama učionice te tako omogućuju paralelnu nastavu s učenicima različitih razrednih odjeljenja. Postojeći zid je obložen u pluto kako bi postao zid za izložbu radova i slično. Klizni paneli uz prozore su translucentni. Ovaj dvostruki zid/ovojnica također smanjuje troškove grijanja. Jednostavnim pomicanjem panela prostor se može transformirati iz standardne učionice u malu dvoranu za tjelesni odgoj, laboratorij za razna istraživanja i dodatnu nastavu te razne radionice. Prostor je također obogaćen prirodnim elementima: biljke smještene uz prozore tvore mali unutarnji školski vrt. Prostor spremišta i garderobe je organiziran u hodniku gdje se nalazi i učiteljski kabinet. Ova učionica nakon tek nekoliko intervencija postaje ne samo mjesto učenja nego i rada kroz igru i kreativnost.

Područna škola Toranj / DISTRICT SCHOOL Toranj

PROJEKT

125

Područna škola Toranj / DISTRICT SCHOOL Toranj radionica / the workshop 126

KLIZNI PANELI

SLIDING PANELS

Učionica je odijeljena različitim tipovima kliznih panela (ploče za pisanje, geometriju i translucentni paneli). Postojeći zid je pokriven u pluto kako bi postao zid za izložbu radova i slično. Klizni paneli uz prozore su translucentni. Jednostavnim pomicanjem panela prostor se može transformirati iz standardne učionice u malu dvoranu za tjelesni odgoj, laboratorij za razna istraživanja i dodatnu nastavu te razne radionice.

Prostor je također obogaćen biljkama smještenim uz prozore. Kroz učiteljičin kabinet, prostor je moguće kružno povezati i objediniti za razne izložbe i događanja.

The classroom space is divided using different types of sliding panels (blackboards and translucent panels). The existing wall is covered with cork (enabling creative expression). Sliding panels on the window side are translucent, and simple sliding spaces can transform it from a standard classroom into gym, art and science workshops.

The space is also enriched with natural values in the form of biology ‘greenhouse’ element, inserted between the working space and windows. Space can also be connected through a teacher’s cabinet, enabling a circular connection (for exhibitions etc).

learning space ––extra curricular activities ––individual working space ––area for growing plants ––plants are helpful for air circulation in the school

nature learning space ––main classroom area ––four-sided orientation ––interactive sliding boards ––translucent sliding panels ––cork wall ––roof light

toilets

Teacher’s room ––private area for teacher and visiting teachers ––storage spaces ––sliding doors ––possibility of creating circularity around two cork walls

enterance / windbreak ––windbreak inserted as extra thermal insulation ––entrance area with wardrobe ––possible entrance directly into the learning space or teachers room

radionica / the workshop

extra space ––soft carpet area for playing in between shifts ––directly connected to entrance and wardrobe ––wickerwork baskets used for storage or furniture elements ––double-sided blackboard can also be used from extra spaces

Sanitary facilities ––extra room with lavatories as a support for workshops and art classes ––storage for art class supplies ––small kitchen

Područna škola Toranj / DISTRICT SCHOOL Toranj

extra space ––extra area for art class and workshops ––directly connected with sanitary facilities ––double-sided sliding interactive boards ––wickerwork baskets used for storage or furniture elements

127

Područna škola Toranj / DISTRICT SCHOOL Toranj radionica / the workshop 128

Varijante korištenja prostora kao standardne učionice, male dvorane za tjelesni odgoj i likovnog kabineta ostvaruju se pomicanjem kliznih panela / The transformation of classroom space from standard classroom to gym, art and science workshop

Standardna učionica / Class

Područna škola Toranj / DISTRICT SCHOOL Toranj radionica / the workshop

Likovni kabinet / Art Dvorana za tjelesni odgoj / Gym

129

Područna škola Toranj / DISTRICT SCHOOL Toranj

Drveni pomični paneli kao školske ploče korištene s obje strane

/

Translucentni pomični paneli omogućavaju svjetlo i ventilaciju te poboljšavaju toplinsku izolaciju učionice

/ Double-sided storage partition

Sliding blackboards able to be used from both sides

radionica / the workshop 130

Pregrada kao ormar korišten s obje strane

/

Translucent sliding panels which improve thermal insulation and enable ventilation

Područna škola Toranj / DISTRICT SCHOOL Toranj

Research element

Plant element

/ Simple mobile frame elements inserted with different extra curricular activities (for example board on top for table use, pot for growing plants, ant farm etc)

Elementi mogu biti drveni prefabricirani ili ispleteni od šiblja

/

Elements can be prefabricated or made from wickerwork

radionica / the workshop

Jednostavni pomični elementi drvenih okvira u koje se može umetati različit sadržaj za izvannastavne aktivnosti (na primjer: drvena ploča na okvirima služi kao stol, tegla za uzgoj biljaka, mravinjak...)

Ant farm element

131

Područna škola Toranj / DISTRICT SCHOOL Toranj radionica / the workshop 132

PLETENJE

WICKERING

Pletenje je u Slavoniji tradicionalan način izrade predmeta poput košara, dekorativnih posuda, cekera pa sve do namještaja. Učenici sami prepoznaju vrijednost takve vještine, a naša je glavna ideja ovim projektom proširiti vidike te razviti način razmišljanja koji odudara od uobičajenog. Ideja je povezati zajednicu na takav način da stariji mještani svoje znanje i iskustvo prenose djeci, njihovim roditeljima, ali i drugim zainteresiranim pripadnicima zajednice. Predložili smo kakve bi proizvode mogli napraviti, no samo kao vodilju koja bi im pokazala kako da razmišljaju izvan okvira. Ti proizvodi su varijacije sjedalica i prostora za pohranu stvari, uglavnom jer smo htjeli djeci pružiti osjećaj povezanosti s proizvodom, predmetom koji će i sami koristiti.

Wickering birches are a great tradition in Slavonia. Many household items are made this way, from baskets, decorative bowls, and even furniture. It is recognised and appreciated as a valuable knowledge and skill. Children – pupils – are familiar with this tradition but the main design in this project is to expand their horizons on this theme. Hence why we have chosen another tradition as a base for their project. Children would be introduced to how to make a wickered object, but they alone would choose which object to actually make. In this way, children will be connected with elder people who have the knowledge, but also other members of the community would be involved in such workshops. We proposed which kind of product they could make, but only as a guideline, which would show children how to think outside the box. Those products are variations of seating and storage spaces, as we wanted them to experience how it feels when the individual makes an object for their own need and establish connection with the creation.

Glavni je cilj bio osnažiti osjećaj povezanosti u zajednici, pokazati kako na drugačiji način razmišljati o nečemu s čime se svakodnevno susreću te prepoznati potencijal u vlastitom okruženju.

The main goal we wanted to achieve through this workshop was to strengthen the sense of community, to show how to think differently and to recognise the potential in the things that surround them.

Područna škola Toranj / DISTRICT SCHOOL Toranj

PAPIRNATE POSUDICE ZA CVIJEĆE

PAPER FLOWERPOTS

Papirnate posudice za cvijeće inspirirane su formom papirnate gatalice. Posudice se koriste za uzgajanje biljaka od sjemena do sadnice u zatvorenom prostoru, a na taj način biljke utječu na pročišćavanje zraka. Kada biljka izraste u sadnicu, djeca ju zajedno s papirnatom posudicom presađuju u vanjski vrt. Papir je biorazgradiv i pomaže postupnoj prilagodbi korjenskog sustava biljaka novom tlu.

Paper flowerpots are inspired by the form of a fortune-teller. The pots are used for growing plants from seed to seedling stage in the indoor area, this way participating in the process of air purification. When the plant reaches the stage of a seedling, the children plant them, together with the paper flowerpot, in the outdoor garden. Paper is biodegradable and helps to prevent any shock to the root system in new ground. radionica / the workshop 133

Područna škola Toranj / DISTRICT SCHOOL Toranj radionica / the workshop 134

Children

corn paper workshop

local community

agricultural waste

recycling

learning principles of sustainablitity

corn husk paper

PRIČA O IZRADI PAPIRA

PAPER MAKING STORY

Slavonska regija obiluje poljoprivrednim zemljištima, od kojih većinu čine polja kukuruza. Kukuruz se uglavnom koristi kao prehrana za uzgoj domaćih životinja, a posljedica žetve je velika količina poljoprivrednog otpada koji se uglavnom spaljuje.

Suhi listovi kukuruza su odlična sirovina za proizvodnju papira, a taj proces je početni korak u povezivanju lokalne zajednice s djecom u školi. Proces proizvodnje je relativno jednostavan i jeftin, a uključuje kuhanje, gnječenje, ispiranje i sušenje suhih listova.

Koncept je zamišljen kao zajednička radionica izrade papira, kroz koju djeca uče principe održivosti i ekologije. Proizvedeni reciklirani papir bi se mogao koristiti kao vlastita zaliha papira za likovni odgoj. Na ovaj način se lokalna zajednica povezuje s djecom te zajedno stvaraju materijal koji se može koristiti za proizvodnju raznih proizvoda.

The Slavonia region is surrounded by agricultural fields, most of which are under corn. Corn is used to feed farm animals and the result of harvesting corn is a lot of agricultural waste, which is mainly incinerated. Corn husks that are considered waste is an excellent raw material for making paper and is therefore the starting point of connecting the local community and school children. The manufacturing process involves cooking, grinding, washing and drying the corn husk pulp, which is a very simple and low-cost process. The concept is designed as a common workshop to make paper through which children learn the principles of sustainability and ecology.

The result is recycled paper that could be used for their own needs, rather than buying paper for art. In this way, the children and the local community work together to create a material that can be used to produce various products.

cornpaper postcards with ethno identity

CORN-PAPER POSTCARDS WITH AN ETHNIC IDENTITY

Jedna od ideja primjene kukuruznog papira je izrada razglednica s etno identitetom.

Za Požeško-slavonsku regiju karakteristična je razvijena tradicija tkanja, prepoznatljiva po pikseliziranim uzorcima koji proizlaze iz tradicionalne tehnike. Izradili smo drveni alat za otiskivanje koji je osmišljen kao igračka pomoću koje djeca slažu vlastiti pikselizirani uzorak, inspiriran tradicionalnim tkanim uzorcima. Na ovaj način se djeca igraju kroz izradu etno razglednica od kukuruznog papira. Slanjem razglednica, djeca šire ideje tradicionalne tehnike tkanja, što utječe na očuvanje baštine i tradicije te njeno populariziranje izvan granica regije.

One of the ideas is the use of corn-paper for making postcards with an ethnic identity.

The Pozesko-Slavonia region has a very strong tradition of weaving, which is known for its pixel patterns, associated with a traditional technique. We have created a wooden tool for stamping which is designed as a toy that children can use to create their own pixel patterns evoking traditional woven patterns. This way children play through creating corn-paper postcards with an ethnic dimension. Sending these postcards, children spread ideas of traditional weaving technique, which affects the preservation of tradition and its popularisation outside the region

radionica / the workshop

ETNO RAZGLEDNICE OD KUKURUZNOG PAPIRA

Područna škola Toranj / DISTRICT SCHOOL Toranj

stamping tool / toy

135

Područna škola Toranj / DISTRICT SCHOOL Toranj radionica / the workshop 136

Pogled izvana kroz prozor na učionicu / Window view from outside on the osvijetljenu periskopskim nadsvjetlom central classroom illuminated by the periscope skylight.

Pozicija periskopskog nadsvjetla

/ Position of the periscope skylight.

Pogled odozgo kroz periskopsko nadsvjetlo

/ View from above through the periscope skylight.

Pogled iz centralne učionice na translucentne klizne panele, vrt i prostor nastave biologije

/ View from the central classroom on translucent sliding panels and the biological garden area

radionica / the workshop

/ Window view from outside on the soft carpet play area and wickered baskets.

Područna škola Toranj / DISTRICT SCHOOL Toranj

Otklopljena maketa pokazuje podjelu prostora: / The open model shows space division: central središnju učionicu i dodatne prostore za classroom and extra curriculum spaces divided izvannastavne aktivnosti odijeljene kliznim with sliding boards. pločama

Pogled izvana kroz prozor na zonu za igru i zid od pletenih košara

137

5

Područna škola skenderovci / DISTRICT SCHOOL skenderovci

PODRUČNA ŠKOLA SKENDEROVCI Osnovna škola Dragutina Lermana, Brestovac

5

DISTRICT SCHOOL SKENDEROVCI Primary school Dragutin Lerman, Brestovac Blue team Nikola Brlek Iva Martinis Marta Birkić Ena Priselec

radionica / the workshop 139

5

Područna škola skenderovci / DISTRICT SCHOOL skenderovci

5

Područna škola skenderovci / DISTRICT SCHOOL skenderovci 141

5

Područna škola skenderovci / DISTRICT SCHOOL skenderovci

radionica / the workshop

142

ANALYSIS

Škola u Skenderovcima je iz više aspekata atipična u odnosu na ostale promatrane: učiteljski stan nalazi se na katu, a ne u produžetku škole; koristi ga zaista učiteljica škole sa svojom obitelji; škola s nogometnim igralištem je jasno središte sela i čini par s crkvom preko puta. Ozbiljan sigurnosni problem škole predstavljaju spremnik ložulja i kotlovnica koji se nalaze uz učionicu, izravno ispod učiteljskog stana, požarno neodijeljeni i tehnički zastarjeli.

Compared with other surveyed schools, the school building in Skenderovci is atypical in many respects: the teacher apartment is on the upper floor and is not part of a ground floor extension; the apartment is used by the teacher and her family; together with a football field the school is clearly the centre of the village, together with the church across the road. A serious safety issue in the school is the technically outdated fuel oil container and boiler room. They are placed next to the classroom, directly below the apartment with no appropriate fire separation.

U školi aktivno sudjeluju djelatnici matične škole iz Brestovca, a i bivši učenici u školu navraćaju radi posudbe knjiga (mala improvizirana knjižnica unutar učionice). Posebna kvaliteta škole je i mali izložbeni kutak u ulaznom prostoru u kojem su izloženi stari alati i predstavljeni lokalni obrti. Nastava se u školi odvija u dvije smjene, u jednoj su prvi i treći razred, a u drugoj smjeni drugi i četvrti. Jedan od primarnih zahtjeva za unaprjeđenje nastave tiče se prilagodbe prostora kako bi se od jedne velike napravile dvije manje učionice, a koje bi s obzirom na malen broj učenika bile dostatne za jednosmjensko odvijanje nastave. U uređenje te u održavanje zgrade i opreme učiteljica ulaže mnogo vremena i truda, što se očituje u uređenosti vrta, pretprostora i učionice.

Time je moguće samo donekle nadoknaditi nedostatke koji proizlaze iz nedovoljnih sredstava, a koji su potrebni za svakodnevni rad, poput sanitarnog pribora. Učenici su pretežno iz obitelji niskog imovinskog statusa ali i obrazovanja, što ujedno predstavlja temeljni razlog njihove slabije motiviranosti u obnašanju nastavnih obaveza i postizanju boljih rezultata.

radionica / the workshop

Employees from the main school in Brestovac (to which this local branch school belongs) take part in school activities. Also, former students drop by to lend books (there is a small improvised library inside the classroom). An additional quality of the school is also a small exhibition corner in the entry area where traditional tools and local crafts are exhibited. Teaching is organised in two shifts. First and third grades are taught in the first shift and second and fourth grades in the second shift.

One of the primary improvement requirements regarding this school is classroom adaptation. From one large room, two smaller classrooms could be created. Due to the small number of students, these two classrooms would allow single-shift teaching. The current teacher has invested much time and effort in decoration and maintenance of the building and equipment. A well-tended garden, entrance and classroom testify to that. This only partially makes up for all the shortcomings, due to insufficient funds, that are needed for the daily operation of the school, such as sanitary supplies. Students come mainly from low-income families but also of lower education status, which represents the main reason why students are less motivated in fulfilling their commitments and achieving better results.

5 Područna škola skenderovci / DISTRICT SCHOOL skenderovci

ANALIZA

143

5

POSTOJEĆE STANJE

Područna škola skenderovci / DISTRICT SCHOOL skenderovci

BROJ UČENIKA BROJ UČITELJA STAN VANJSKI PROSTOR TEREN KOLNI PRISTUP DVORIŠTE DVORIŠNI OBJEKTI IGRALIŠTE UNUTARNJI PROSTOR UČIONICE SANITARIJE HODNIK GARDEROBA KABINET UČITELJA BLAGOVAONICA ČAJNA KUHINJA INFRASTRUKTURA OPSKRBA TEKUĆOM VODA STRUJA GRIJANJE KANALIZACIJA

radionica / the workshop 144

OPREMA KLUPE I STOLICE PLOČA DIDAKTIČKI MATERIJAL ORMARI VANJSKA OPREMA

20 1 (+ učitelj engleskog i defektolog) useljen (učiteljica i njezino troje djece)

Current situation

no. of students no. of teachers apartment

20 1 (+ English teacher & defectologist) inhabited (teacher with her 3 children)

✓ ravan ✓ ✓ ✓ drvarnica ✓ asfaltirano

outer SPACE terrain road courtyard courtyard houses playground

✓ flat ✓ ✓ ✓ log cabin ✓ paved

✓ 2 ✓ muški, ženski, ulazni prostor ✓ ✓ u hodniku ✓ × ×

inner space classroom sanitary facilities hallway dressing room teachers room dining room kitchenette

✓ 2 ✓ male, female, entry ✓ ✓ hallway ✓ × ×

✓ lokalni vodovod ✓ ✓ na drva ✓ septička jama ✓ ✓ stara ✓ ✓ u hodniku ✓ ljuljačke, koševi, golovi

INFRASTRUCTURE water supply electricity heating sewage EQUIPMENT benches and chairs blackboard didactic material lockers playground equipment

✓ local plumbing ✓ ✓ wood ✓ cesspool ✓ ✓ old ✓ ✓ hallway ✓ swings, basket, goal

5

Područna škola skenderovci / DISTRICT SCHOOL skenderovci radionica / the workshop 145

5 Područna škola skenderovci / DISTRICT SCHOOL skenderovci radionica / the workshop 146

Dijagram problemskih odnosa prikazanih kroz pet razina svedenih na isto mjerilo:

/ Diagram of problematic relationships shown through 5 levels reduced to the same scale:

1. razina (učenik – učionica) > samo jedna učionica i dvosmjenska nastava

2. razina (učionica – škola) > substandardne popratne školske prostorije

/

/

1st level (student – classroom) > only one classroom and doubleshift teaching

2nd level (classroom – school) > substandard supporting of school premises

3. razina (škola – dvorište) > neadekvatni vanjski prostori i denivelacija škole u odnosu na teren

4. razina (dvorište – selo) > neiskorištenost škole za izvannastavne aktivnosti

5. razina (selo – susjedna sela) > nedostatak komunikacijske mreže

/

/

/

4th level (yard – village) > under-utilisation of school for extracurricular activities

5th level (village – neighbouring villages) > lack of communication network

3rd level (school – yard) > inadequate outdoor spaces and delineation of the school in relation to the field

PROJECT

Predloženo rješenje reagira na zatečene probleme na više razina te u različitim mjerilima. Problemska shema škole u Skenderovcima ukazuje nam na činjenicu da je potrebno u obzir uzeti ne samo problem škole kao fizičke zgrade nego škole kao ustanove, svojevrsnog centra sela. Svaka ideja izvedena kao rješenje jednog problema mora potaknuti rješenje sljedećeg, još većeg problema, itd. Prepoznati su sljedeći problemski odnosi: učenik – učionica, učionica – škola, škola – dvorište, dvorište – selo, selo – susjedna sela. Oni predstavljaju uzročno-posljedični lanac koji počinje s problematikom dvosmjenske nastave, a završava s nedostatkom komunikacije među susjednim školama. Svaka razina rješenja utječe na veći broj stanovnika sela te će u konačnici uključiti ne samo učenike i učitelje, nego i roditelje i ostale stanovnike sela, te stanovnike susjednih sela.

The proposed solution reacts to ongoing problems at several levels and in different scales. The problem scheme of the Skenderovci school points us to the fact that it is necessary to take into account not only the problem of the school as a physical building, but the school as an institution, a kind of village centre. Every idea derived as a solution to one problem must inspire the solution of an even greater problem, etc. The following problematic relationships are recognised: student – classroom, classroom – school, school – yard, yard – village, village – neighbouring villages. They represent the causal chain that begins with the issue of double-shift teaching, and ends with the lack of communication between neighbouring schools. Each level of decision-making affects a larger number of residents of the village and will ultimately include not only students and teachers, but also parents and other residents of the village, as well as the residents of neighbouring villages.

Osnovna težnja projekta jest omogućiti jednosmjensku nastavu pregrađivanjem postojeće učionice u dvije manje. Slobodna popodnevna smjena omogućuje roditeljima školske djece te ostalim stanovnicima da se uključe u predložene radionice lokalnih obrta te nastavi za odrasle. Jednostavno, multifunkcionalno stubište smiješta se u postojeću učionicu. Ono podržava funkcije poput školske knjižnice, spremišta, projekcijske zone te poligona za igru. Dvostruka orijentacija unosi potrebno svjetlo u samu učionicu. Simetrična dispozicija pregrade omogućuje cirkularnu vezu između dvije učionice te varijacije organiziranja školskog mobilijara. Stubište je ekonomično te ga mogu proizvesti sami stanovnici od lokalnih materijala.

Školsko dvorište sačinjava umjetna topografija malog mjerila, slična onoj pronađenoj uz obližnju crkvu. Ova jednostavna manipulacija terenom tvori zanimljive ‘otoke’ za učenje te aktivira dječju igru i istraživanje. Također, time nastaje i prijeko potrebna vanjska ekstenzija učionica i rješava se problem denivelacije. Izrada topografije je još jedna predložena aktivnost koja jača seoski kolektiv.

The second phase of the project consists of some basic functional changes in the entrance area. Through the clearing of some walls we can create a living space with a small kitchenette and connect it to the newly formed winter garden. The staircase allows us to revisit the attic and use it as a sleeping or free-time area.

The schoolyard is formed by a small-scale, artificial landscape similar to the one found on the church estate nearby. This simple land manipulation allows the forming of outdoor learning islands and enables play activities. It also forms a necessary classroom extension and solves the problem of delineation. Building the outdoor space is a proposed activity for the whole community (locals and parents).

radionica / the workshop

Druga faza projekta se sastoji od osnovnih funkcionalnih promjena u ulaznom dijelu škole. Ukidanjem suvišnih zidova može se formirati dnevna soba za učenike s malom kuhinjom te omogućiti povezivanje s novoformiranim zimskim vrtom, bivšim trijemom. Stubište nam omogućuje da iskoristimo veliki tavanski prostor za spavanje ili igru.

Our main objective is to make a one-shift school possible by proposed classroom division. A free afternoon shift enables free space for local crafts workshops and adult education. A simple, multifunctional staircase is placed in the existing space. It supports functions such as a school library, storage, projection area and play-polygon.

Double-orientation brings the necessary light into the classroom. The symmetrical disposition enables circular communication between two classrooms and various furniture organisations. The staircase itself can be built relatively easy and at lowcost from natural local materials.

5 Područna škola skenderovci / DISTRICT SCHOOL skenderovci

PROJEKT

147

5 Područna škola skenderovci / DISTRICT SCHOOL skenderovci

Ilustracije promjena u načinu korištenja prostora škole. Mala skica u uglu prikazuje zatečeno stanje, a velika predložene promjene i neke od brojnih aktivnosti koje se u novoj školskoj okolini mogu odvijati. / Illustrations of change in way the school space is used. A small sketch in the corner shows the existing situation. A large sketch in the middle shows the proposed changes and some of the many possible activities that can take place in the new school environment. learning islands

attic dormitory

functional changes

radionica / the workshop

classroom division

148

5 Područna škola skenderovci / DISTRICT SCHOOL skenderovci

Eksplodirani aksonometrijski prikaz intervencija koje transformiraju postojeći školski prostor i nezadovoljavajući način održavanja nastave: spavaonica na tavanu, podjela učionice stubištem, funkcionalne promjene ulaznog prostora, umjetna topografija s edukacijskim otocima. / An exploded axonometric view of interventions that transform existing school space and unsatisfying method of class keeping: attic dormitory, classroom division with staircase, functional changes in the entrance space, artificial topography with learning islands

radionica / the workshop 149

5 Područna škola skenderovci / DISTRICT SCHOOL skenderovci radionica / the workshop 150

Skenderovci District school

Ivandol District school

Brestovac PS Dragutina Lermana

Skenderovci District school

Pavlovci District school

Zakorenje District school

Ivandol District school

Brestovac PS Dragutina Lermana

Pavlovci District school

Zakorenje District school Trenutačna gravitacijska shema orijentirana / The current gravitation scheme is orientated isključivo prema glavnoj školi u Brestovcu. exclusively towards the main school in Idejni prijedlog teži promjeni postojeće sheme u Brestovac. The proposal tends to change this koegzistirajuću mrežu. scheme into a co-working network.

Škola i crkva jedine su javne zgrade u selu.

One služe za okupljanje cijele zajednice pri donošenju zajedničkih odluka ili prilikom slavlja, stoga su i prostorno naglašene blagim povišenjem u odnosu na okolni teren.

/ The school and church are the only public buildings in the village. They are used to gather the whole community in making common decisions or celebrations so are thus spatially emphasised with a slight elevation above surrounding terrain.

The current gravitation scheme is orientated exclusively towards the main school in Brestovac. Our proposal tends to change this scheme into a co-working network that could bring in new functions and inhabitants into Skenderovci village. Such a network can be achieved by giving this school almost a utilitarian purpose. By allowing the non-used attic space above the existing classroom to become a dormitory and forming workshop areas in the yard, the school of Skenderovci could become a weekend field-trip destination and recreate the bonds between disconnected villages. Simple classroom division could become a staircase to the newly formed attic and make one-shift schooling possible at the same time. Basic landform manipulation could connect outer space with the interior and mark workshop areas that could activate the afternoon shift. Since the school is, aside from the church nearby, the only public building in the village it should support some extra activities and add value to village life. They are both situated at a higher level than the local fields and land. Proposed topography in the schoolyard refers to this contextual finding.

radionica / the workshop

Trenutačna gravitacijska shema je orijentirana isključivo prema glavnoj školi u Brestovcu. Idejni prijedlog teži promjeni postojeće sheme u koegzistirajuću mrežu koja će pomoći Skenderovcima u dovođenju novih funkcija i stanovnika. Taj tip mreže se može ostvariti uvođenjem dimenzije utilitarnosti u samu školu. Omogućavanje da neiskorišteni tavanski prostor iznad postojećih učionica postane zajednička spavaonica za učenike te formiranjem radioničkih zona u dvorištu, škola Skenderovci može postati vikend-destinacija te oživiti vezu razjedinjenih sela. Jednostavna pregrada unutar same učionice može postati stubište prema novoformiranom tavanu te istovremeno aktivirati popodnevnu smjenu. S obzirom da je škola, uz obližnju crkvu, jedina javna zgrada u selu, ona bi trebala podržati i izvannastavne aktivnosti te time postati dodana vrijednost seoskog života. Škola i crkva su smješteni na nešto višoj koti u odnosu na okolna polja i teren. Sukladno tome predlaže se oblikovanje školskog dvorišta i prilaza kao umjetne topografije.

5 Područna škola skenderovci / DISTRICT SCHOOL skenderovci

Školska parcela je uz postojeće igralište oplemenjena umjetnom topografijom, edukacijskim otocima, vanjskom terasom i ulaznom rampom s klupom. / The school grounds with the existing playground are enriched by artificial topography, educational islands, outdoor terrace and the entrance ramp with a bench.

151

5 Područna škola skenderovci / DISTRICT SCHOOL skenderovci radionica / the workshop 152

Poprečni presjek / Cross-section Stubište koje povezuje učionicu i tavan služi i kao The staircase, in addition to connecting knjižnica, projekcijska tribina, spremište za igru i classrooms and attic, serves as a library, sl. Dodatnim otvorima na sjevernom zidu uvodi projection stands, storage room, game, etc. se dodatno osvjetljenje i izlaz na vanjsku terasu i Additional openings in the north wall bring školski teren. additional lighting and an exit to the outdoor terrace and school grounds.

Ground floor plan / Tlocrt prizemlja Uklanjanjem pregradnih zidova prostor je By removing dividing walls, space is released oslobođen nefunkcionalne organizacije. of any dysfunctional organisation. The porch is Zatvaranjem trijema staklenom stijenom transformed into a winter garden and together ostvaren je zimski vrt. On zajedno s garderobom with a wardrobe and kitchenette, it makes the i čajnom kuhinjom čini cjelinu ulaznog bloka entrance block that is used as room to relax. koji se koristi i kao prostor za odmor. Učionica The classroom is divided into two working areas je višenamjenskim stubištem podijeljena u dva for single-shift schooling with a multipurpose radna prostora za jednosmjensku nastavu. staircase.

5 Područna škola skenderovci / DISTRICT SCHOOL skenderovci

Floor and attic plan The attic is turned into a functional space. It can be used as a place for play, additional classes or a pupil dormitory. Free space allows hosting students from other district schools and the organisation of common activities. Pupils can spend the night in the school attic on folding mats.

radionica / the workshop

Tlocrt kata i potkrovlja / Potkrovlje je uvođenjem stepeništa pretvoreno u funkcionalan prostor. On se može koristiti kao prostor za igru, dodatnu nastavu ili spavanje učenika. Slobodan prostor omogućuje ugošćavanje učenika iz drugih područnih škola i organizaciju zajedničkih aktivnosti. Učenici mogu prenoćiti u školi na sklopivim strunjačama.

153

5 Područna škola skenderovci / DISTRICT SCHOOL skenderovci Podjela učionice u dva jednaka radna prostora višenamjenskim stubištem

radionica / the workshop 154

/ Classroom division into two equal working space with multifunctional staircase.

Pristup potkrovlju koje se koristi za igru, / Access to the attic, which is used for games, proširenu nastavu ili kao zajednička spavaonica extended classes, or pupil dormitory. za učenike

Igra – učenje / Playing – learning

Grupni rad / Group work

Unutra – vani / Inside – outside

5 Područna škola skenderovci / DISTRICT SCHOOL skenderovci

Individualni rad / Individual work

radionica / the workshop

Sheme mogućeg organiziranja nastave različitim rasporedom školskog namještaja

/ Schemes of possible class types, achieved with different arrangements of school furniture

155

5 Područna škola skenderovci / DISTRICT SCHOOL skenderovci radionica / the workshop 156

Prostirka za djecu pridonosi ugodnijem učenju, / A mat for children is used for more comfortable igri i odmoru, te pomaže u očuvanju tradicijskih learning, playing and relaxing. In addition, it also obrta i vještina koje izumiru helping to preserve traditional crafts and skills that are becoming extinct.

ZA SVAKO DIJETE – JEDNA PROSTIRKA!

A MAT FOR A CHILD

Uočena je potreba za intervencijom na postojećim drvenim stolicama te je osmišljena multifunkcionalna sklopiva prostirka koja povećava udobnost pri dugoročnom sjedenju u učionici, kao podloga za sjedenje i igru u vanjskom prostoru, te podloga za vježbu. Ideja je da svaki učenik ima svoju (kao što svatko posjeduje svoje papuče), te da je izradi zajedno sa svojim roditeljima. Ona bi bila izrađena od lokalnih materijala, tradicionalnim tehnikama (od filcanja do vezenja) čime bi se potaknula obnova gotovo zaboravljenih lokalnih vještina koje bi nezaposlenim roditeljima mogle u budućnosti služiti kao izvor zaposlenja. Budući da je čitav projekt organiziran oko jednosmjenske (jutarnje) nastave za djecu, time se oslobađa popodnevni termin za izvannastavne aktivnosti u koje može biti uključena čitava zajednica. Jedan od prijedloga je upravo održavanje radionica učenja tradicijskih vještina i obrta, dodatne edukacije za odrasle. Kao cilj vidimo produbljivanje odnosa i veza u selu, kao i osvještavanje nužnosti suradnje na lokalnom nivou. Samim time i novo pozicioniranje škole kao centralne ustanove koja postoji na korist (unaprijeđenju) čitave zajednice.

A need for an intervention on existing wooden chairs is noticed, so we designed a multifunctional foldable mat that makes sitting more comfortable and can also be used for play and physical exercise. It is suitable for outdoors as well. The idea is that every student has its own mat (as they have their own slippers in school) and is made in collaboration with their parents. The mat is made out of local materials, using traditional technology (such as felting? and stitching) which should help almost forgotten local crafts to be renewed as well become a source of future employment for (unemployed) parents. Since the whole project has a tendency to organise lectures in one (morning) shift for children, there is free additional space at the afternoon shift, for extra activities for the whole community. One of the suggestions is to organise workshops for learning traditional skills and crafts, as additional education for parents. The goal of this project is to make deeper connections within the community (and village) and make locals aware of the necessity for collaboration at the local scale. The school should get a new meaning as a central institution – as a place of improvement for a whole community.

5

/ Outdoor spaces for learning, playing and exercise shaped like elevation or delineation of the terrain and paved with reused bricks

LEARNING ISLANDS

Osnovna ideja ove intervencije je korištenje vanjskog prostora u svrhe nastave, što do sada nije prakticirano. Otoci su formirani kao umjetni brežuljci i udubine, na različite načine obloženi ciglom. Koristi se cigla koja je nastala kao otpad prilikom rušenja nepotrebnih pregradnih zidova u školskoj zgradi. Uz recikliranje i aktivaciju vanjskog prostora, cilj je bio i aktivno uključiti roditelje učenika kao i ostatak zajednice u izgradnju malih didaktičkih prostora. Svaki otok ima specifičnu temu koja potiče djecu na igru i boravak na otvorenom.

The main idea behind this intervention is using the outdoor space for lessons; something was not usual practice until now. The islands are formed as artificial hills and indentations that are encased by bricks in different ways. The brick that is used was made from recycled material left during the demolition of the unnecessary partition walls in the school building. Apart from the recycling and the activation of the outdoor space, the aim was to actively involve parents of the students as well as the community into the whole project. Every island has a specific theme, which should encourage the children to play and spend their time outdoors.

Prvi i najveći otok je multifunkcionalni prostor izgrađen po uzoru na amfiteatar. Namjena mu je da služi kao prostor za održavanje nastave vani kao i slobodan poligon za igru, razgovor, crtanje ili bilo što čega se djeca dosjete. Drugi otok predstavlja didaktički prostor u kojem djeca mogu spontano učiti kroz igru i prirodu (npr. sunčani sat) i kada nema starijih u blizini. Treći otok je zapravo zbir mnogo malih individualnih otoka koji omogućuju učenje na drugačijoj razini. To su, u principu, individualni vrtovi učenika koji ih trebaju, između ostalog, podučiti brizi i odgovornosti.

The first and the largest island is a multifunctional space modelled on an amphitheatre.

Its purpose is to serve as a place for outdoor lectures and to provide space for playing, talking, drawing or whatever children can think of. The second island represents a didactic space where children can learn spontaneously through playing and observing nature (for instance the sundial) even without the presence of nearby adults. The third island actually consists of many small, individual islands that provide learning on a different level. They are basically small, individual gardens that students need to take care of, thus learning about caring and responsibility among other things.

radionica / the workshop

OTOCI ZA UČENJE

Područna škola skenderovci / DISTRICT SCHOOL skenderovci

Vanjski prostori za učenje, igru i vježbanje oblikovani kao brežuljci ili depresije u terenu i popločeni starim ciglama

157

5 Područna škola skenderovci / DISTRICT SCHOOL skenderovci radionica / the workshop 158

Dodatnim otvorima u vanjskom zidu osvjetljava / Additional openings in the outer wall illuminate se prostor tavana i učionice. Učionica tako the attic space and classrooms, so that dobiva dvostruko prirodno osvjetljenje i povezuje classroom gets two-sided natural light and se s vanjskom terasom. connects to an outdoor terrace.

5 Područna škola skenderovci / DISTRICT SCHOOL skenderovci radionica / the workshop

Uvođenjem centralnog stubišta ostvarene su / Two identical classrooms that are circularly dvije jednake učionice koje su cirkularno poveconnected, is achieved by installing a central zane. Na taj način je omogućena jednosmjenska staircase. By so doing, single-shift schooling is nastava s dva kombinirana razreda. provided with two combined classes.

159

PRESENTATIONS OF WORKSHOP PROJECTS

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

PREDSTAVLJANJE PROJEKATA S RADIONICE

161

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

162

Požega New York

PRESENTATIONS OF WORKSHOP PROJECTS

Projekti s radionice Prostori učenja u tranziciji predstavljeni su u dvije prilike, nakon prezentacije na Arhitektonskom fakultetu u Zagrebu zadnjeg dana. Najprije je 12. prosinca 2013. u Glavnom uredu Unicefa u New Yorku održana prezentacija koja se sastojala od izložbe projekata i video konferencije u trajanju od sat vremena.

Prezentaciju je vodio Carlos Vasquez ispred Unicefa a u telekonferenciji su sudjelovale mentorice radionice Ivana Fabrio i Mia Roth Čerina. Rasprava koje je uslijedila upozorila je na izraženu potrebnu povezivanja različitih kreativnih i znanstvenih disciplina s fokusom na rješavanje realnih problema djece i prostora za učenje.

Projects from the workshop ‘Learning Spaces in Transition’ were presented twice after it was completed at the Faculty of Architecture in Zagreb. First, on December 12th, 2013 in the Head office of UNICEF in New York, a presentation was held consisting of a projects exhibition and one hour video conference. The presentation was led by Carlos Vasquez from UNICEF HQ and mentors Ivana Fabrio and Mia Roth Čerina participated in the teleconference.

The discussion that followed highlighted the actual need to connect the various creative and scientific disciplines with a focus on solving the real problems of children and space for learning

Predstavljanje projekata s radionice lokalnoj zajednici održano je 12. veljače 2014 godine u Županiji Požeško slavonskoj, a prisutni su bili Župan i njegovi suradnici nadležni za društvene djelatnosti, ravnatelji škola kojima je Županija osnivač kao i načelnici općina u kojma su škole za koje se na radionici radilo projekte. Sa strane Arhitektonskog fakulteta i Studija dizajna projekte su predstavili dekan Boris Koružnjak i mentori radionice.

The second presentation of the workshop projects to the local community was held on February 12th 2014, in Pozesko Slavonska County. Present were the County prefect and his associates responsible for social activities, principals of the schools to which the County is the founder and the mayors of local communities where the schools are situated. From the Faculty of Architecture and School of design projects presentations were made

by Dean Boris Koružnjak and workshop mentors.

Zaključeno je kako projekti s radionice prepoznaju stvarne životne probleme i nude konkretna rješenja. Posebna vrijednost projektnih ideja prepoznata je u aktiviranju škola kao generatora razvoja lokalne zajednice.

Zagreb – New York

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION

PREDSTAVLJANJE PROJEKATA S RADIONICE

Požega

It was concluded that projects from the workshop recognise the real-life problems and offer direct solutions. The special value of project ideas was identified in the activation of schools as social generators for local communities.

163

PROSTORI UČENJA U TRANZICIJI / LEARNING SPACES in TRANSITION