Avital Broide The neighborhood for returning sons and daughters proposal for a new way of living on kibbutz
Tel Aviv, Israel 972-(0)523808804 email@example.com http://nl.linkedin.com/pub/avital-broide/32/993/a63/ XS -Architecture, Tel Aviv, Israel
Avital Broide The neighborhood for returning sons and daughters proposal for a new way of living on kibbutz The kibbutz is perhaps the most radical experiment that was done in the 20th century of residential and living together in the community. I am the third generation of this experiment. I was born in Kfar menahem When I was 6 weeks old I moved from my parents home into the children’s house, along with the other babies in my age. We lived and slept in the children’s houses. Initially, the children’s house was our kindergarten and later it became our classroom. But despite how it may sounds, we were happy children. We were surrounded by spacious lawns, safely distanced from all danger, worry or concern. The kibbutz’s members loved and believed in their way of life (most of the time), and created a world for us that was filled with good and plenty – the kibbutz. The change happened When I was in fourth grade. The kibbutz decided to switch over to “family sleeping” arrangements. Literally overnight, all of the kibbutz children stopped sleeping in the children’s houses and began to sleep at home with their parents. The daring step taken by the members of the kibbutz threatened to break apart their basic, communal ideals and ideology. The changes were both social and ideological. A society that supported and believed in the value of equality had become a society of individuality. The family became the primary focus of daily life, and the communal, cooperative and collective way of life was slowly dwindling away. Over a period of some fifteen years, the kibbutz underwent processes with far-reaching consequences. The primary results included the decision to establish residential areas for young sons and daughters, who born on the kibbutz, left during the years, and want to return “home” to live and raise their new families on the kibbutz. My project will try to formulate the next stage in the urban evolution of the settlement. What kind of urban strategy suits the ideological changes that make their marks on the kibbutz? A strategy that ensures both: the preservation of the collective memory, and options of development for future needs. based on the ideology of the kibbutz planning perception. How can its nature be redefined by architectural means? The final product is a new model for housing and residential neighborhoods on kibbutz: I intend to introduce new type of structure, an architectural and spatial structure, rests upon the values and the qualities of the historical space, but offers new residential solutions for the modern needs of the individual, without harming the unique kibbutz tapestry. A prototype that can be applied to any other kibbutz. Graduation date 15 11 2013
Commission members Micha De Haas Holger Gladys Zvi Efrat
Additional members for the examination Matthijs Bouw Madeleine Maaskant
‘The Kibbutz as “Extended house” The kibbutz can be described as a house , an extended house for an extended family. A house comprised of many different kinds of rooms. indoor and outdoor rooms, with different levels of individuality and collectivism natures.’
Children rooms (houses)
The ‘large Lawn’ The central square. The place at which we gather together from all corners of the Kibbutz on weeknights, on holiday eves, on days of sadness and on joyous occasions. Shaded in a difference tones each time, yet always connecting us together, as one, big family.
Intimate Garden To play, to eat supper, to sit with mom and dad, to entertain, to read the paper and to go inside only after nightfall. The garden is another room of the house.
Intermediate Lawns Lawns have names, they are used as a meeting point and as a landmark location. their official position Never defined, but, being spread anywhere they merge between all the rooms into one continuous fabric.
Children room: In the children house The Corridor - Was connecting between all the bedrooms. This is the place to get together right before bedtime and in the middle of the night, when you can’t sleep. Leading to the telephone, the intercom, the bathroom and outside to your parent’s place.
The Room - had four walls, a hallway door, a window with a curtain in the back, 4 beds, 4 nightstands, 4 night lights. It is possible to close the door, but no one ever does.
The Bed and the Nightstand - were the only personal space for privacy in the entire room; in the entire children’s house. The bed behind the door is always the one most in demand.
Architecture Path of staircase, is like the little sidewalk. On the sidewalk leading to the building, I already felt ‘at home’. A piece of pathway branches out to the ‘parents room’, like a gateway leading into another world, a capsule of protection within the never-ending collective space.
‘Doors were never locked. When we did start to lock them, everyone knew where the keys were, under the planter, the tablecloth, the doormat.’ ‘I remember myself, little girl, walking alone, crossing in my own route the lawns that stretched all the way from the children’s house to my parents room’ The lawns are always alongside the paths, until sometimes, without notice, become the path itself.
Landscape & Housing
Collective intermediate space
Layers of intimacy
Master of Architecture / Urbanism / Landscape Architecture Amsterdam Academy of Architecture
Architects, urban designers and landscape architects learn the profession at the Amsterdam Academy of Architecture through an intensive combination of work and study. They work in small, partly interdisciplinary groups and are supervised by a select group of practising felÂlow professionals. There is a wide range of options within the programme so that students can put together their own trajectory and specialisation. With the inclusion of the course in Urbanism in 1957 and Landscape Architecture in 1972, the academy is the only architecture school in the Netherlands to bring together the three spatial design disciplines. Some 350 guest tutors are involved in teaching every year. Each of them is a practising designer or a specific expert in his or her particular subject. The three heads of department also have design practices of their own in addition to their work for the Academy. This structure yields an enormous dynamism and energy and ensures that the courses remain closely linked to the current state of the discipline. The courses consist of projects, exercises and lectures. First-year and second-year students also engage in morphological studies. Students work on their own or in small groups. The design projects form the backbone of the curÂriculum.
On the basis of a specific design assignment, students develop knowledge, insight and skills. The exercises are focused on training in those skills that are essential for recognising and solving design problems, such as analytical techniques, knowledge of the repertoire, the use of materials, text analysis, and writing. Many of the exercises are linked to the design projects. The morphological studies concentrate on the making of spatial objects, with the emphasis on creative process and implementation. Students experiment with materials and media forms and gain experience in converting an idea into a creation. During the periods between the terms there are workshops, study trips in the Netherlands and abroad, and other activities. This is also the preferred moment for international exchange projects. The academy regularly invites foreign students for the workshops and recruits wellknown designers from the Netherlands and further afield as tutors. Graduates from the Academy of Architecture are entitled to the following titles: Master of Architecture (MArch), Master of Urbanism (MUrb), or Master of Landscape Architecture (MLA). The Masterâ€™s