Menno Ubink - Leerhuis Banne Buiksloot

Leerhuis Banne Buiksloot

appreciating the existing by building on the existing

Menno Jurriën Ubink

DANKWOORD

I would like to express my sincere gratitude to everyone who has helped and supported me throughout the process of completing my studies. Over the past 6.5 years, I have had the privilege to talk, work, and learn with many people. In addition to it being a creative journey, the Academy of Architecture has been a personal development for me, where I have grown as an individual. I would like to extend special thanks to my thesis mentor, Elsbeth Falk, who has always been there for me despite any setbacks. I also want to thank Ard Hoksbergen and Lorien Beijaert for their critical insights, support, and for sharing their knowledge and expertise. Lastly, I want to express my heartfelt appreciation to all my friends and family members, especially my wife, Lobke Ubink-Spijker.

Manifesto.

education MUST:

- serve all layers of society, improve the build environment, schools CAN: - connect all layers of society, approach the build students WANT: - to discover all layers of society, utilize the build environment,

Manifesto.

environment, develop the individual and community environment, inspire the individual and community environment, evolve as individual and community

- 2024

M.J.UBINK

MUST CAN

If we want to stop segregation within our educational system, we should focus on all-inclusive designs that leave space for friction and opportunities for all. Including design interventions into our educational buildings, that stimulate interaction, makes us more aware of our context and the different levels in society. To create more connections between students with different backgrounds in programs and personal interest, the freedom of space and movement should be maximized in and around the project. Making the school program and individual students visible, makes it possible to be recognized and complements the stimulation of students.

Schools have this ability to bring people from all walks of life together. They can inspire both individuals and communities by making the most out of their surroundings. When schools get creative with their spaces and what they teach, they become these epicenters of unity and motivation, breaking down barriers and sparking new ideas for everyone involved. With architecture, experiences and connections can be shaped. Thoughtful design can inspire creativity, collaboration, and well-being. From adaptable spaces which support growth. Integrating local context fosters pride and belonging, strengthening the school community.

WANT

Secondary school students are bursting with the drive to innovate and define themselves within society. They’re eager to unravel the intricacies of the system, utilizing the built environment as a canvas for their exploration. As they navigate through this pivotal stage of life, they’re not just seeking personal growth; they’re also striving to evolve as active members of their community. For these students, it’s not just about discovering who they are; it’s about discovering how they fit into the larger tapestry of society. Through their interactions with the built environment, they’re not only shaping their own identities, but also contributing to the collective progress of their community.

Date: april 2024

Student: Menno Jurriën Ubink menno.ubink@gmail.com

Comittee: Eslbeth Falk (mentor) Ard Hoksbergen Lorien Beijaert

External: Patrick Roegiers Jo Barnett

Traditional schools have a strong hierarchical order in their spaces, and they do not allow students to wander through the building, as it may be a distraction for others, let alone its outdoor spaces. Sound, smell, and visual disturbances determine the possible programs to be given in this context. Many of these buildings were designed mainly based on these practical spatial requirements in a system that can control the movement of its students. In the Netherlands, there are countless post-war school buildings that are built on these principles. Additionally, they are inefficient in energy usage and low in comfort compared to modern standards. Therefore, many school boards decide to either develop new schools or demolish existing buildings to be replaced. This is an inefficient way of developing and an insult to post-war architectural buildings. I believe that these buildings deserve their place from both a historical and quality-driven point of view. Not to mention that demolishing usable structures is a waste of time, money, materials, and emissions.

01

Observations

- Segregation by education

- Problem statement + possbillties

02

Spatial assignment

- Positioning + research

- Agora as metaphor

- Leerhuis

03

Nurse and preserve

- 1-1+1=1, 1+0.5 = 1.5

- Peeling layers

04 05 06

Continuation

Add program + value

Architectural translation

- Place making

1 building, 2 signatures

- Detail + materialisation

01 Observations

In our current educational system, we allow school institutions to innovate their curriculum. The idea is to provide different types of education suitable for various individuals, instead of one flavor for everyone. My observation is that, by creating more tailored suits, the phenomenon of segregation rises within our educational system and thus society. So called “conceptscholen” stimulate students towards educational directions, but also creates separation in the physical domain.

The documentary series “Klassen” was a real eye-opener for me. It made me furious to see that not all children have the same opportunities within the education system. It’s inevitable that there will be differences and not everyone will have equal chances. But there has to be a way that I can make myself of assistance, right?

The numerous issues within the education system, such as early selection and the increasing difficulty for children to progress to higher levels in secondary education, are incredibly frustrating. As an architect, it’s not possible for me to intervene directly in these systemic problems. However, when I started writing my thesis proposal, I couldn’t shake off the impact of this series. I noticed that many parents struggled to engage with the school, only being welcomed at designated times, which were often difficult to schedule or even unknown to the parent(s) due to language barriers or the children’s insecurities about sharing poor grades.

This is an area where I, as an architect, can make a difference: making schools accessible to everyone. Creating a welcoming environment in the neighbourhood where parents and children feel comfortable and not like outsiders. The place they go to for other purposes than the education of their child.

Segregation by education

The urge for good education for our children is what every parent desires. In the traditional education scheme, good education was divided by the knowledge of the students and their skill set in mainly the theoretical field. Our entire system is build on this hierarchical construction. In the past segregation was formed by easy to point out differences; nationalities religions, or shamefully the colour of our skin. Thankfully, many of these differences are normalised and no longer the main issue for segregation in our society and thus education climate.

In 2021, the municipality of Amsterdam gave the assignment to research the current segregation challenges of the city. The study showed that segregation mainly takes place when students shift between primary education (primair onderwijs = po) and secondary education (voortgezet onderwijs = vo). Conclusion? The amount of knowledge and interest that is available within our households determines if we can succeed and excel at school. Parents want their children to join a school with like-minded parents with similar stature. Facilitating this freedom can be dangerous for our future society.

-po Students with highly educated parents join schools with students with highly educated parents. -Students from mixed schools stay together,

leerlingenmetmigratieachtergrond-po

Students with migration background - po

leerlingenmethoogopgeleideouders-po

Students with highly educated parents - po

leerlingenmetmigratieachtergrond-vo

Students with migration background - vo

leerlingenmethoogopgeleideouders-vo

Students with highly educated parents - vo

Problem statement + Possibilities

With the rise of many innovative concept schools, such as Agora, Steve Jobs, and Kunskapsskolan schools, the landscape of our secondary school education system is undergoing significant changes. The emergence of these school concepts brings forth not only new challenges for policymakers but also for neighbourhoods. These school concepts, born out of certain ideologies, will regularly inhabit existing school buildings in an existing context. Attracting a niche group, students may come from different parts of the metropolis rather than residing nearby.

As a result, there is often a lack of connection between the school users and the local residents. It is precisely here that I want to focus on during this thesis project. In addition to the challenges new school concepts bring for the quality and unity of an educational system, I have a hunch that if we want to make a concept school succeed, it requires a functional building that suits the concept of the school, but also will complete and complement the existing community.

The evolution of class photos, from sepia to insta.

02 Spatial Assignment

My role as an architect is to design, to convince with ideas as answers to questions that haven’t been asked yet. The complex segregation phenomenon is constantly changing in its form. Therefore, it’s possible that multiple answers by different fields can be given to this question. However, the power of design, by my means interdisciplinary architecture, can only give so many answers and interpretations that it will trigger the start of a debate and make the impossible possible. With this graduation project, I dare to dream and will give an insight on how to apply the manifest on existing schools. It is my power to inspire people with impressions and make ideas visible. I want all instances, that are touched and feel addressed by the manifesto, to see what education can bring for our society.

Positioning + research

Agora-, Dalton-, Montessori-, Jenaplan-, Vrije-, Interconfessional-, Islamic-, Jewish-, Jewish-orthodox, Hinduism, Roman Catholic, Catholic, Public-, Private-, Evangelical-, Reformed,-, Reformed Baptist-, Evangelical Luteran-, Reformed Liberated-, Dutch Reformed-, Protestant Christian, - Chrisctian-, Practice-, International-, Dual language-, VSO-, Techschools. A long list of school types within one city. Many inhabitants, many flavours.

In theory, I believe that my manifesto could apply on all school systems, with different challenges and outcomes generating interesting design proposals in small or bigger scale. For this project, I have chosen for Agora. This school system is so authentic and unfamiliar, and wants to head in the same directions as my architectural freedom lets me. In their search to embed in the city, I have found my black sheep.

Amsterdam - Banne Buiksloot

Project location

Banne Buiksloot is a residential area in the larger Amsterdam - Noord region. It is divided in a north- and south district by a large motorway, the IJdoornlaan. The project location is located in the southern part, Banne Zuid. The area of Banne Buiksloot is part of the AUP master plan, a large pre- and post-war urban plan designed by the Stadsontwikkeling Dienst Publieke Werken from the municipality of Amsterdam. Light, Air and Space were the design principles for the plan resulting in large streets, a sea of greenery and various housing typologies with large windows, balconies and flat roofs. During the last 70+ years it has become one of the poorer neighbourhoods of Amsterdam with a large number of social housing blocks. As this area was mainly seen as a place for inhabitants that would work in the city centre, not many job opportunities are available.

Important numbers - Banne Buiksloot. - Diagrams by M.J. Ubink Data; 2022 - www.data.amsterdam.nl - www.onderzoek.amsterdam.nl

BanneBuiksloot

context.

Indirect

. Photo’s by M.J. Ubink 2021.

Banne Buiksloot

The district is divided into two parts. Residents refer to them as Banne 1 and 2, but the municipality labels them as Banne-Noord and Banne-Zuid. A vibrant neighbourhood with residents from diverse backgrounds. However, significant changes have occurred in recent decades, making the land in Amsterdam Noord increasingly desirable and sparking a long-standing gentrification process. In Banne Buiksloot, this trend is no different. In Banne Centrum, you’ll find the Community Center, a place in the neighbourhood where residents can participate in various activities. Additionally, they can seek various forms of assistance. The Public Library Amsterdam (OBA) manages the book section.

Banne 1 and 2

De Banne 1 is the oldest part of the De Banne and is bounded on the west side by Kadoelen, and on the south side by the Buiksloterbreek and Buiksloterdijk. The neighbourhood was developed between 1964 and 1970. The area is predominantly filled with four-story porticoapartment buildings and ground-floor garages.

Banne 2 was developed in the 1970s as part of Amsterdam’s expansion. The design ideology of light, air, and space by urban architect Van Eesteren was applied to the structure and design of the neighbourhood. Unfortunately, this concept is now threatened by high-rise buildings, as airspace above low-rise buildings has become valuable. The shops in Banne Centrum reflect the diversity of the neighbourhood: tropical and Turkish supermarkets interspersed with well-known retail chains.

Verdedig Noord

Columnist Massih Hutak of the Amsterdam newspaper Parool has long fought against the disappearing face of Noord. Massih, known for Verdedig Noord and his book on gentrification in Amsterdam-Noord, “You Didn’t Discover Us, We’ve Always Been Here,” is portraited in a window of the local youth center. Unfortunately, this center, along with a school and artist hub, must be removed.

Klaprozenbuurt

The new master plan for the Klaprozenbuurt, hosts approximately 2000 housing units. Small businesses, shops and two primary schools will be added. The interesting fact is that no secondary schools will be added. This means an increase of potential Agora students. The Buiksloterdijk will be made more visible by turning the landscape into a long park.

Amsterdam - Banne Buiksloot.

Direct context. .

Photo’s by M.J. Ubink 2021.

The chosen Agora school in Amsterdam North is located in the bottom part of district Banne Buiksloot. It is situated in the old domestic school by architect Joop van Stigt. He is a well known structuralist architect, a movement that was also practised by the more famous architects Aldo van Eyck and Herman Hertzberger. Its construction finished in 1972 and has seen small changes since. The size of the school is approximately 3.500 m², spread out over two buildings. The larger building consists out of a double layered volume and an annex that locates the gymnastic hall. The secondary building is used for storage and technical installations.

The plot is located on the edge of Banne Buiksloot, where typical 50s modernist flats surround the location on the north side as part of the AUP. On the west side of the project location, an elderly home is situated that consists out of an ensemble of volumes. The larger 8 stories high slab is facing the west side of the project. On the east of the project location, we find low rise family housing with private (fenced) backyards, dating from the early 1990’s.

On the south side, the Buiksloterbreek park functions as a buffer between Banne Buiksloot and Klaprozenbuurt.

Nieuwe Instituut archive - STIG.110366620 Huishoudschool St. Rosa Amsterdam-Noord, 1969-1972 - Original photo.

The Agora school

Buiksloterbreekpark. Photo’s by M.J. Ubink 2021.

Schoenerstraat Schoenerstraat a

Longitudonal section.

East elevation.

Gangschool Typology

The plan by J. van Stigt has a popular floor plan, it can be categorised within the gangschool, which can be translated in English to the word hallschool. This typology is known for the pragmatic approach where the hall functions as circulation space with on both sides class-rooms. In the plan of the St.Rosa Huishoudschool this typology has been used on both floors. The building exists out of two crosses that are combined into one building. Each cross has his own stairs, the spaces in-between the two crosses is used as a buffer zone with larger class-rooms which can be combined by folding the separating walls that function as room-dividers.

St. Rosa Huishoudschool - by J. van Stigt. Photo’s by M.J. Ubink 2021

Agora as metaphor

Agora is an educational system that operates quite differently from the traditional schooling model. Its name refers to the ancient Greek term for a gathering place, the Agora. This was the square where people from diverse backgrounds came together for political, social, and commercial purposes. Similarly, Agora embodies this idea in its educational philosophy: it’s an open marketplace where students are free to learn and explore the wonders that the world has to offer.

Personal motivation

The reason I chose Agora education for my thesis is because this educational principle aligns best with my own beliefs about education. Humans are inherently curious beings who learn by doing, by experimenting, and by being allowed to fail. However, failure and experimentation are not concepts highly valued in our education system; everything must be efficient and orderly. When a student doesn’t fit within the given framework, concerns arise, often too late. Most students are left to struggle on their own, and not every child can cope well with that. Once we finally realize that a student is not developing well and is falling behind, they are either referred to a lower level or it’s blamed on the student’s lack of motivation.

To be honest, I understand these students who are struggling, as I have had a similar experience with education myself. Besides the numerous obligations and the repetition of the sche-

dule, it means that a child at a very young age already has to deal with planning and meeting deadlines, where there’s heavy emphasis on testing. However, it’s according to the plan laid out for the student, the system determines what an individual should be able to do at any given time based on data, test scores.

Reflection personal experiences

There are already many discussions going on about our methods of testing in education, and I don’t want to delve too deeply into that. Yet, I want to reflect on my own situation where I experienced that after failing multiple times at the educational level, I finally got to choose for myself what I wanted to discover in the world after obtaining my high school diploma. For me, it was architecture, as that fascination had always run deep.

Returning to Agora education, that’s precisely what they aim for. We let the student decide what they want to learn, how they want to learn, and when they want to learn. This way, they can develop better as individuals and gradually orient themselves to the professional job market and society they will be part of. Then we assess which subjects are required and at what level. Does this bring out the best in a student? I believe so. At least, I expect that they will be among the happiest to study in a wonder palace!

Groups vs Families

Unlike traditional schooling systems, where students are separated based on age and level, the group of students in Agora education consists of a blend of all ages and levels. This core group has one teacher, whereas the traditional system typically requires multiple teachers for different subjects. In Agora education, students are encouraged to collaborate not only within this core group but also with other students and teachers, known as coaches. In the more traditional systems, a class typically consists of about 25-30 students. This composition remains consistent in the lower grades, but may

change in the upper grades based on the chosen subjects. In the Agora system, there are a maximum of 15 students in a class with one coach. You start the day with a morning meeting with your group, called a “day start,” and then spend the entire day working at your own workstation. These groups are also referred to as “families.” During the entire school career, these families stay the same. This means that the feeling for a group becomes very strong and students are not forced apart.

School layout

Most school buildings in the Netherlands are designed by the hallschool layout, such as the St. Rosa. This system almost uses as a factory where on each side of the hall classrooms are situated. In every classroom there is a specific subject given, usually these are clustered in larger schools. The students have no private space, sometimes not even a locker to put your personal belongings. Without having an individual workspaces there is flexible space needed to seet every student. During the design process of a new build project, a certain square metreage is allocated per student and per tea-

cher. These new schools are entirely engineered based on these metrics due to underlying profit models. This results in standardized dimensions for classrooms, open learning areas, and facilities. What makes the Agora system unique is that these standard measurements cannot be applied. Because students circulate for different reasons and have their own workspaces, fewer spaces are needed for open learning areas and auditoriums. The Agora system operates on a different ratio, working with a relationship between the number of maker spaces and required families (1 = 6).

Community Challanges

The community surrounding an Agora school plays a crucial role in the functioning of the educational system. In addition to students, entrepreneurs are also present in an Agora school. They can rent space for their businesses and, in return, must be available to students. Entrepreneurs are required to give lectures or workshops. Besides entrepreneurs, parents of the students are of great importance. They too are required to give lessons, which can support projects and also encourage students to make choices for the job market. An additional element that makes the Agora system so appealing is the involvement of the context, the immediate surroundings. Students can learn from their environment and thereby better integrate into a neighbourhood.

Agora operates with five realms, which are perspectives through which a student can approach a task or topic. These realms include the scientific, societal, ethical, artistic, and spiritual worlds. When a student wants to delve into astronomy, for example, the student determines whether the scientific realm or other realms provide new insights to keep them engaged. Parents and entrepreneurs are also crucial for the students’ challenges, and the coaches monitor whether a student continues to develop themselves from various realms during each challenge. As a result, coaches can better connect students with other coaches and experts within the Agora community.

family

entrepreneur

localresedent

parents

AGORA

AGORA

AGORA

AGORA

9:00-9:30

Current timetable scheme

The above schedule reveals that the current program of the school building is quite one-sided. According to the Agora system, students have a morning meeting at 9:00 am, followed by various activities throughout the day. Most students leave around 5:00 pm, and the same goes for the entrepreneurs housed in the building. The only users who spend more time at the location are the residents nearby. For them, it’s a constant coming and going depending on their personal situations. However, they don’t engage with the building nor square. This is mainly because there are no activities that can take place in and around the school, as a matter of fact they can’t be planned at all.

tutors

14:30-16:30

From Exclusive

Despite the good intentions of the Agora system and its desire to engage with the community, at the time of my thesis, not a single student from the postal code region of Banne Buiksloot attends this school. During one of my visits to the school building, the director of Xplore Agora informed me that many students and parents find the system too liberal. Additionally, many residents have a migration background, and this liberal education approach conflicts with their own cultural values.

To Inclusive

To truly engage neighbourhood residents, my strategy involves adding multiple functions to the school system that will be utilized not only by the school but also by the community. This will lower the current barriers and allow locals to gradually experience the atmosphere and culture of the concept school. Facilitating the implementation of community initiatives will further strengthen this sense of inclusion. More flexibility in space will be key.

Leerhuis

Referring to my Manifesto, I advocate for the pivotal role of schools. While my spatial exploration, as I educate myself as an architect, is a significant part of this, it does not fully encapsulate the concept. It is, in essence, a spatial exploration of how the idea can be translated into a new insight through design. During my thesis, my vision evolved into a different term for my ideal school, a typology called the “Leerhuis” or learning house translated in English.

Initially, I propose that every school can become a Learning House. All schools already contain the learning component, but it is primarily projected onto the students, which are the main users. The role schools play in their environment is evident in the requirements set by the Municipality of Amsterdam, mandating that school gymnasiums must be accessible not only to students, but also to sports clubs. My vision for the learning house aligns fully with development but I want to take it a step further to include other groups that require spaces to practice in order to develop themselves. On a hobby or professional basis.

I believe that schools, in addition to their core educational function, should always address at least two other aspects: sports and community well-being, and societal engagement. These elements can be spatially implemented in various ways, meaning a Learning House will not adhere to a standard appearance or scale. The spatial essence of a school must be open to the community. The preference will always be for spatial openness. School playgrounds accessible to neighbourhood children who are not enrolled but still wish to play street football, school buildings opening flexible spaces for tutoring, language courses, or other societal functions in an engaged ground floor.

The design for the Learning House in Banne Buiksloot is an initial spatial translation of such a concept. The spatial exploration has taken various forms and has culminated in this final design, influenced by the rich architecture of the area. However, this is just one idea and an expedition where, as a designer, I have given myself the freedom to explore within a certain relationship with reality.

03 Nurse and preserve

The importance of school buildings cannot be overstated, as they play a crucial role in the lives of children. They are not merely practical structures, but rather artistic and inspiring environments that foster the development of young minds. The quality of school architecture holds significant societal implications, as high-quality designs have a positive impact on both the learning process and the broader community. Architecture often serves as the connecting factor between school and neighbourhood, creating a symbiotic relationship that promotes social cohesion.

However, it is disheartening to note that many school buildings from the post-war reconstruction period in the Netherlands, despite their architectural value, are being demolished due to energy-related considerations. These buildings are not just functional structures but also represent an important piece of cultural heritage that needs to be preserved. They should be viewed as inspiring monuments that unite and enrich communities, rather than being discarded as mere architectural artefacts.

Nieuwe Instituut archive - STIG.110366620 Huishoudschool St. Rosa Amsterdam-Noord, 1969-1972 - Original photo.

1-1+1=1, 1+0.5 = 1.5

During the lecture “Renovate, Don’t Speculate,” delivered at the Academy of Architecture by b+s HouseEurope!, an intriguing quote from architect Jean-Philippe Vassal captured my attention. He brought up a scenario that both intrigued me and resonated deeply with my reasons for advocating building preservation. Suppose you have a piece of land with a building on it (+1), demolishing this building gives you -1, while constructing a comparable building with a similar function gives you +1. Thus, regardless of the considerable energy and ef-

fort expended, the situation always balances out to 1. The value of a place remains constant relative to the significant effort involved. However, by retaining the existing structure and adding just half (0.5) to it, the resulting value becomes 1.5. This represents an increase from the initial value, achieved with a smaller effort, that can still yield a significant impact.

Nieuwe Instituut archive - STIG.110366620 Huishoudschool St. Rosa Amsterdam-Noord, 1969-1972 - Original photo.

Nieuwe Instituut archive - STIG.110366620 Huishoudschool St. Rosa Amsterdam-Noord, 1969-1972 - Original model

Part of the lower vocational education, groomed students for roles like housekeeper or maid, or geared them towards embracing the traditional role of housewives. These institutions were dedicated to imparting practical skills to girls, covering cooking, housekeeping, nutrition, and essential household management, including budgeting and sewing.

The current state of the building is similar to the pictures that were made short after the opening of the St. Rosa Huishoudshool.

The Dutch household school

Joop van Stigt (1934-2011, left in picture) realized various structuralist buildings in the 1960s, 1970s, and 1980s. Immediately after his studies at the Academy of Architecture, Van Stigt began experimenting with a structure composed of interlocking squares. An example is his design project for a residential house with two squares. In his submission for the Prix de Rome in 1962, he expanded upon this basic form, linking it to create a large multi-story building. His initial buildings, forming part of an extensive body of work, incorporated these interlocking elements. This structural approach was evident in projects such as the St. Rosa Huishoudschool (1968 - 1972), the staff canteen for the University of Twente (1962 - 1963), the Town Hall in Ter Aar (1965-1968), and the Faculty of Humanities building in Leiden (1976-1982).

Joop van Stigt

The structuralist architecture is dominantly present on the in- and outside of the school. Aggregated concrete columns and beams made it possible to configure 45 and 90 degreed angled classrooms. The ex- and internal walls are constructed with cement blocks. Large hardwood window frames let in plenty of daylight. The floor, also constructed out of aggregated concrete, makes the building feel solid and heavy. A coherent colour scheme with different tones of gray and brown make the building function as a minimalist background. The large hardwood window frames are still present today, the concrete however has been painted in white. The interior of the school is largly intact but is dated by current standards.

Peeling layers

To understand how the existing building is put together, I conducted a thorough analysis. It’s important to figure out what works well in the current layout and where elements could be altered, removed or added. With my analysis, I took the building apart piece by piece and studied it closely, down to the smallest details. It turns out that a lot of elements in the building are in great shape and can be reused and untouched That’s not just because they’re sturdy, but also because the structure is flexible, and the layout of the hallway typology is still rele-

Existing programme - 00

The ground floor is completely level with the surrounded square, to the west of the school building is a storage building located, designated for bicycle storage and technical installations providing the school from electricity. At the main entrance, which can be approached from the west- and eastside of the building, you find a small lunchroom. The majority of spaces is claimed for class-rooms. There are two entrepeneurs on the ground floor and one large IT / art-workshop in the south-east part of the plan. An annex on the left houses the gymnasium, complete with locker rooms.

Existing programme - 01

On the first floor there is a mix of entrepreneurs and family spaces or class-rooms in the more traditional term. The middle part, which was designed by Joop van Stigt as a flexible multi-use space, is now completely in use by two separate families. To transition between the south and north wing, you have to cross either a family space or use the stairs to go down and up again.

Embracing gesture

The mainentrance of the St. Rosa Huishoodschool functions currently as a backoor. The embracing gesture is created by two uniqe 45 degree angled facades wich only exist in this particular spot.

Rigid facade

The plan’s all-sided facade is both a strength and a weakness, the layout of the programm shows no hirarchie, which makes the building difficult to read from the outside.

Two identical stairs connect the elevations. Slim, solid, aggregated concrete structures with elegant steel fencing in a dark contrasting colour serve not only as a practical necessity but also as objects in themselves.

Concrete art

Distinct curves

Elegant curved concrete roofs cover the bicycle storage spaces. The roofline contrasts significantly with the angular design of the main building.

04 Continuation

Just as Joop van Stigt responded to the cultural issues of the 1970s with his building, addressing the exclusive access to the education system for young women due to a male-dominated culture, it is up to me as an architect to respond to the current challenges. The reason why someone does not attend this school has evolved over 50 years from biological/ genetic background to a more complex mental willingness to choose this school, regardless of gender or origin. To build upon these challenges, I will respectfully approach the existing building because its main structure proves to be highly adaptable. Additionally, my affection for postwar school buildings is so strong that I prefer to continue on the existing path, adding my own architectural layer with my distinct style. With this approach, I aim to maintain the rigid system but deviate in construction and materials to clearly establish two distinct styles that will ultimately find harmony together.

Extending the timetable to create value

By incorporating community-building oriented elements and opening up the building to local residents, it becomes possible to organize a more extensive program in and around the school. Workshops could be offered by the entrepreneurs to the local community, an evening meal could be enjoyed in the community kitchen, where cooking classes could also be held.

tutors

14:30-16:30

Sports hall

In addition to the school’s schedule, a new sports hall that meets all current requirements will be added to the program. This sports hall will be used by the students during the day, while on weekends and evenings it will be used by local sports clubs and gain interest from other Amsterdammers.

atelier

Add program + value

Based on the neighbourhood analysis and dissecting the architectural qualities and features of the building, I have come to realize that the current plan falls short of doing justice to the location. While the physical form of the school’s surroundings may not have changed much since the 1970s, the cultural and societal landscape in Banne Buiksloot and its vicinity has indeed evolved. With the emergence of the Klaprozenbuurt and the fact that no student from the area attends this school, it means that the plan does not align well with its immediate context. A significant part lies in the physical appearance of the plan, as well as the facilities it offers.

Because Agora education aims to engage with the community, it’s important to open up the building to the neighbourhood, both physically and programmatically. In my manifesto, I describe schools as having the responsibility to relate to the neighbourhood. I intend to address this through community-connecting program components. This includes creating space for small studios, a toy library, a community room, and a full-fledged sports hall. Additionally, the area surrounding the plan will be made entirely publicly accessible.

1. CURRENT SITUATION

The school and its square are completely closed off from its surroundings. It is not possible for inhabbitants of Banne Buiksloot to make use of the square that surrounds the school. This means that during the evenings and weekends no activities take place, which is a complete miss for the neighbourhood. It creates a void in the city texture as long as it does not interact with the context. Even when the school is open it functions as an island within the area, which counts for many comparable schools, primary or secondary.

Rondom het schoolgebouw ligt een ruim schoolplein voorizen van speelelementen en veel groen

Het plein is echter opgesplitst in een harde voor- én achterkant waarbij de achterzijde gebruikt wordt voor privé parkeren

2. OPENING UP

Door het plein openbaar te stellen onstaat er een openhouding richting de omgeving

De buurt betrekken bij onderwijs essentieel voor de ontwikkeling van zowel leerlingen als de

It is the goal to connect the school with its surroundings. To quote my own manifesto; schools CAN connect all layers of society, approach the build environment, inspire the individual and community”. By making the square completely open with no boundaries, it is possible to make the existing buildings all-sided and therefore approachable. The large space can be filled in with multifunctional programmes which can be hosted by the school, municipality or the residents of Banne Buiksloot.

buurt

3. ACTIVATE

A programme of an Agora school is diverse. It hosts not only many students and coaches, a significant part of the educational system is the implementation of small businesses that are placed in the school. These have to provide help to the students and will interact with the system by giving lectures, hosting workshops or to coach different student groups. Many of these functions can serve the inhabitants of Banne Buiksloot as well. By activating the plinth with community oriented functions, the connection between the school and its context will be strenghtened.

MethetdiverseprogrammavaneenLeerhuiswordtdeplintvanhetgebouwgeactiveerd. Dewijkondersteunendefunctieszijnzowelvanuitbinnenalsbuitenbereikbaarvoordeschoolendebuurt.

MethetdiverseprogrammavaneenLeerhuiswordtdeplintvanhetgebouwgeactiveerd. Dewijkondersteunendefunctieszijnzowelvanuitbinnenalsbuitenbereikbaarvoordeschoolendebuurt.

4. PASSAGE

Because both existing buildings are placed in a northeast orientation and the facade is closed on the plinth, it is difficult to host a clear entrance for the mixed building. By creating a passage underneath the building, it is possible to make the building equally approachable. This passage is the heart of the building and the entrance of the main functions, the school and the sport hall which is separately usable. By creating an underground passage, the existing architecture can be left as untouched as possible.

Extra floor level

- CLT collumns and beams

- Low weight

- Half grid for optimal dimensions

- Mounted on concrete roof floor

Agora Groups

- Total of 5 Agora Groups: Family (x5) Makerspace (x1)

- Flexible inbetween space

Open floorplan:

- Possibility to host indoor events, such as markets expositions and lectures

- school + community use

New main entrance

- Opend up to public by removing roof and walls

- school + community use

- 24/7 usage

Basement - Technical installations

Elevator - school use only

Toilets - school use only

Toilet + kitchen: - school + community use

Bike storage school

- Accesible through bikepath on east side of the school.

- school use only

Basement

- Lockerrooms sports hall

Old sportshall

- Opend up to public by removing roof and walls

- school + community use

- 24/7 usage

Sportshall:

- 31 x 25 x 7 meter

- multifunctional usage

- school + community use

- evening and weekend programme possible

Community kitchen:

- school + community use

- evening and weekend programme possible

Flexible office space

- Rentable office

- school + community use

Local ateliers:

- 3x 40 m2 (single)

- 3x 80 m2 (double)

- school + community use

- evening and weekend programme possible

Podium

- school + community use

- hangout spot

Stairs

- outdoor lecture space

- hangout spot

Galery

- Canopy main entrance

- Outdoor sports in summer

- Covered extansion space for makerstreet

05 Architectural translation

Since numerous program components are being incorporated into the building, I deem it crucial that the user ultimately imbues the content with colour. The architecture should act as a canvas, offering various points of engagement while remaining open to interpretation. Out of respect for Joop van Stigt’s building, and after thorough examination, I’ve decided to diverge significantly in colour and texture with the two added masses compared to the prefabricated columns and beams structure. The upper and lower extensions are linked by utilizing shades of green in their materialization. This creates a gentle contrast to the gravel concrete of a soft gray-beige hue, distinguishing the old from the new. The new design is divided into 3 layers, transitioning from solid and substantial at the base to a lightweight structure on the roof.

Place making

One of the fundamental criteria I set for my task was that all additions to the building must exert a direct on the utilization of space surrounding the school. The aim has always been to cultivate more physical and visual connectivity by strategically integrating or removing specific architectural elements. For instance, the rooftop garden of the school has been made highly visible, and I have preserved the old structure of the gymnasium. The design includes a plaza and a system of stairs that not only serve as functional elements but also

provide opportunities for dynamic programming. These spaces are intentionally left open, allowing for flexible interpretation and usage by both the school community and the surrounding neighbou9rhood.The tension arising in these spaces brings me a lot of joy in the design process. Areas where users aren’t quite sure whose space it actually is contributed to what I consider a well-designed part of the city. The intention is for different streams to intersect, allowing new things to emerge. This is particularly evident in the gallery of the main entrance.

Wooden timber structure:

- CLT collumns and beams

- Low weight

- Half grid for optimal dimensions

- Mounted on concrete roof floor

In-situ concrete structure:

- Columns and beams

- Overdimensioned

- Floor functions rigid slab

- Existing foundation to be removed

In-situ concrete structure:

- Columns and beams and solid slabs with cut out arches

- Overdimensioned

- Basement walls function as water barrier

Level -2. The sports hall is a place for social interaction. It offers a range of sports activities, from basketball to gymnastics, making it a central meeting point for both sports enthusiasts and local residents seeking a healthy and active lifestyle. There are a total of 4 changing rooms, a separate space for teachers/referees, and multiple storage rooms at its disposal. Additionally, on this level, there are the technical rooms of the sports hall and the secondary school located.

Level -1. The new central heart of the building, here the park and the plaza at Makerstraat come together, providing access to a colonnade under which the main entrances of the sports hall and the school are located. This place is accessible via both stairs and ramps on the park side, making the entire plan wheelchair accessible. From the individual functions, you ascend to the other floors via a staircase or lift.

Level 00. The old ground floor remains accessible from the street in the new plan. This allows wheelchair users to enter this floor directly, with socially oriented spaces situated at street level. The old storage rooms have been transformed into studios where artists and small start-ups are accommodated. The neighbourhood kitchen is accessible from both the school and the street, making it multifunctional and available even when the school is closed. The old gymnasium has been transformed into a public playground.

Level 01. The first floor remains largely unchanged in the main layout; most interior spaces will be removed, resulting in a more open-plan structure. This creates an atmosphere similar to an openplan area of a library. The old skylights will be removed, making space for a new set of stairs leading towards the extension.

Level 02. The old roof will be replaced by a new floor. The new construction will be a direct translation of the underlying floors. From a structural standpoint, it will consist of a wooden CLT (cross-laminated timber) structure, applied in a halving of the grid, resulting in minimal spans. On the floor, a rooftop terrace for the school will be realized. Here, the school can experiment without disturbance, although they will also use the surrounding square for this purpose.

06 1 building, 2 signatures

Joop van Stigt’s handwriting is easily recognizable to the knowledgeable, as he applied his distinctive construction structure in the “St. Rosa Huishoudschool,” which is also evident in the building of the Faculty of Humanities in Leiden. The only correct approach for me was to respond to my additions to and interventions on this building as carefully as possible. The significance of the framework and the 7.2-meter square grid are elements I directly adhere to. However, the architectural additions will have their own signature, enhancing the contrast between old and new. The charm of the rounded roofs aligns with my own style and has inspired me to incorporate more circular elements into the plan, making it clearer in the design which parts are old and which are new. The strict and linear of van Stigt, juxtaposed with the soft and rounded of my own handwriting.

Detail + materialisation

The existing building comprises a concrete beam and column structure with concrete floors acting as discs, which make the construction strong and rigid. This structure is entirely cast in situ and subsequently treated to create a aggregated concrete surface. The light walls separating the classrooms and other spaces are built from cement block masonry and slender hardwood frame casings. Folding partition constructions made from the same hardwood are installed between some classrooms, resulting in a serene colour palette with both light and dark tones.The relationship between the material’s appearance and its function possesses a certain authenticity.

This authenticity of materialization has been translated into my own architecture. The concrete substructure is realized with in-situ concrete, but unlike van Stigt’s concrete construction, it exhibits multiple finishes. The exterior features a ribbed surface, while the interior presents a rough translation with visible formwork. Openings in the concrete are polished, enhancing the sensation that they have been cut from the concrete itself. The top-up is composed of a light CLT (cross-laminated timber) construction, inspired by an original classroom of the St. Rosa. This space was outfitted entirely in wood as infill. The new skylight is a reinterpretation of the original dome skylight that filled the voids with natural light.

The pedestal and crown are family to each other. Despite their mass, both have a certain verticality. This gives the building an optical height and maintains the vertical lines and columns. Both additions have a green tint, physically connecting them to each other. The thermal line will be connected in the new plan, resulting in better insulation for the building.

Pedestal.

1 ½ y 2 x

Middle. x y x

x y x ½ x Crown.