Senses of Place: Phase 3 Every Day’s a School Play, Every Day’s a Fieldtrip
Context / Introduction
Schools without School-Buildings The project builds on the previous work with one key understanding: School-the-institution and school-the-building are not, need not, and ought not to be the same thing Indeed, the previous research hinted at the possibility of reestablishing School-the-institution in the libraries, museums and theatres; streets, lanes and squares; shops, halls and 1. School building in urban environment
2 School campus in urban environment
houses of our city. The notion is less contrary to current norms than it may at first seem. The extent to which even the most traditionally operating school feeds on the infrastructure and facilities of the local community is enormous - public transport, playing fields, and community swimming pools are all exploited, and summer fetes, sports days, art exhibitions and open days all represent engagement with the wider community. Schools are of necessity rooted in their towns and cities, and habitually leverage the community’s resources. The question is how far this diffused manifestation of School-the-institution can be pushed. Could we have a School-Without-School-Buildings?
3 Learning environment as public territory, outwith a school building
4. Learning environment supported by borrowed, shared, moveable or ad hoc facilities - but NO SCHOOL BUILDINGS
garethhoskinsarchitects