The Darlington Public School in Australia by fjcstudio has been declared the World Building of the Year at the World Architecture Festival 2024. fjcstudio previously won Building of the Year in 2013, making it the first practice in WAF's history to win the award twice.
The ultimate accolades of World Building of the Year, World Interior of the Year, Future Project of the Year and Landscape of the Year were announced today as hundreds of delegates from across the world convened at a final Gala Dinner at Marina Bay Sands in Singapore. The announcement follows the final day of WAF, in which prize winners across all 42 categories have been competing for the winning titles.
Designing for children is certainly not child's play. While adults lead the design process, the end-users are often children, as seen in kindergartens, schools, and parks. Architects have the responsibility to create built environments that provide children with opportunities to play, explore, and learn, even in today's digital age.
Educational and cultural centers serve as pivotal spaces where communities engage with knowledge, creativity, and shared experiences. As architectural programs, they offer unique opportunities to explore how physical environments can foster learning, cultural expression, and social interaction. The significance of these projects lies not just in their function but in how they reflect the values and aspirations of society. When established architecture firms take on these projects, their design choices become a lens through which we can examine contemporary approaches to space, place, and community, offering a glimpse into the evolving role of architecture in shaping educational and cultural landscapes.
Among this week's curated list of unbuilt projects submitted by established architecture practices,fala atelier’s project for a school in Broc, Switzerland, stands out with its sensitive integration of Alpine architectural elements; WXCA’s Xylopolis Centre in Poland reflects a deep contemplation on humanity’s relationship with nature, while KPF’s life sciences building in London and Jones Studio’s WaterEducation Center in Arizona further exemplify how architecture can address contemporary societal needs, from fostering innovation ecosystems to educating the public on critical environmental issues.
Founded by architects Felipe Mesa and Federico Mesa, the Plan:b arquitectos studio is located in the city of Medellín, Colombia, bringing together building design, participation in academic activities, and the construction of concepts capable of connecting architecture with the urgent realities of everyday life. Understanding the architectural project as a provisional pact, permeable configuration, and positive expression of eco-social constraints, they have constructed a large number of buildings of various scales and programs since 2000, ranging from public, educational, and sports spaces to housing, offices, hotels, and installations.
The flow of architectural values throughout the centuries demonstrates the prevalence of some parameters over others in each historical period. In terms of composition, one of the most fundamental considerations revolves around issues of symmetry and balance. Indeed, a design does not necessarily have to be symmetrical to convey the notion of compositional balance. Its elements do not have to be repeated side by side for the whole to convey a sense of completeness, stability, and... paradoxically, symmetry. Many contemporary projects achieve a balanced compositional whole without repeating their elements side by side.
For architects, schools are often complex structures to design. They must provide a variety of spaces for education, and also consider sports and recreational activities. But beyond its size or surface, the greatest challenge is to design an area that fosters a positive pedagogical environment for children. Below, a selection of +70 school projects with their drawings to inspire your proposals for learning campuses.
Ennead Architects has been enlisted to redefine the campus of The American School in Japan (ASIJ) to align the international school’s academic mission with its environment. Currently defined by its aging and fragmented infrastructure, the campus is set to become a dynamic and innovative space, encouraging integrated learning, cohesion, and collaboration across age groups. Sustainability principles, along with the experience of Japanese heritage, also play an important role in the design of the master plan, which proposes a toolkit of solutions intended to help create a unified, sustainable and resilient campus.
As part of the Circlewood consortium, OMA’s David Gianotten and Michel den Otter have developed a modular system to build schools that can adapt and transform throughout their lifecycle. The system was selected by the City of Amsterdam to be employed to build multiple schools in the coming ten years, as part of the Innovation Partnership School Buildings program. The citywide initiative aims to build nine to thirty “high-quality, flexible, and sustainable” schools as a way to contribute to the city’s goal of becoming fully circular by 2050.
The year 2022 was marked by several socio-cultural and economic crises across the globe, from the Russian invasion of Ukraine to the increasing cost of living worldwide, combined with a number of natural disasters such as the devastating floods in Pakistan and hurricane Ian in the US. In these difficult times, architects are stepping up and embracing their role in developing design-based solutions to humanitarian crises, ranging from temporary shelters and affordable housing schemes to centers for protecting at-risk groups such as homeless underage girls, children from low-income environments, or families in need of medical care.
This week's curated selection of Best Unbuilt Architecture highlights projects submitted by the ArchDaily community that engage with their local communities, offering safe spaces for disadvantaged and at-risk groups. From a sanctuary for homeless girls in Iraq to an affordable housing project in Prague’s first skyscraper, this selection features projects centered around people, their needs, and desires. Many of the projects employ local materials such as clay bricks to lower the construction costs. They also reuse existing buildings and hope to engage the local community in building and appropriating the proposed spaces.
Designed by Atkins, a new zero-carbon secondary school in West Sussex has received planning permission from the West Sussex County Council. The school will be created at Homes England’s new Brookleigh development near Burgess Hill and will offer educational facilities to 900 local children. The building is designed to generate its own renewable energy on-site, eliminating the need for any fossil fuels. It also aims to achieve Passivhaus certification, the highest standard od energy efficiency a building can reach.
LINK Arkitektur has revealed the design of a school that integrates the local climate conditions and challenges within the educational process. Located in Torslanda near Gothenburg, Sweden, where it rains every other day during the school year, the project uses water as a resource for both play and learning, taking a disruptive situation and turning it into an opportunity for understanding nature and the state of the environment.
Located in Denmark’s Lolland-Falster region, Henning Larsen's New School in Sundby marked the commencement of a historic project for the country's sustainable educational-facility architecture. The primary school is set to be the largest construction project in Guldborgsund Municipality that ensures high sustainability parameters and community engagement. The school is expected to open its doors at the end of summer 2022, welcoming over 580 students in a nature-oriented premises.
The Choice School - Calicut, India. Image Courtesy of CetraRuddy
Architects are mobilizing their efforts, to help schools around the world reconsider their design in order to guarantee sustainability, emotional wellness, and physical health. CetraRuddy, Cooper Robertson, and WXY are amongst those proposing an increase in outdoor programming and a rearrangement of classrooms, for post-pandemic school design.
The architectural scene has been witnessing lately a growing focus on indoor/outdoor functions. Discover 3 different interventions from 3 different practices, tackling one common issue, and focusing on outdoor space as a major programming element.
Interdisciplinary architecture and urban design firm, Crossboundaries was founded in 2005 in Beijing by Binke Lenhardt (b. 1971, Mannheim, Germany) and Hao Dong (b. 1973, Shanxi province, China). The two met in New York in 1999, while pursuing Master of Architecture degrees at Pratt Institute. Dong had earned his bachelor’s from the Beijing Institute of Civil Engineering and Architecture and Lenhardt had received a Diploma in Architecture from the University of Applied Sciences in Dortmund, Germany. Prior to coming to the US, Lenhardt worked in Holland and Germany where she is a registered architect. After graduating from Pratt in 2000, the two architects worked at various firms in New York before moving to Beijing in 2002, at the time when the city was already preparing for the 2008 Summer Olympics. They started working at the Beijing Institute of Architectural Design (BIAD) after Lenhardt studied Chinese at a local university and became proficient in Mandarin. The architects worked their way up at BIAD.
In her Sesc Pompéia theater, architect Lina Bo Bardi designed a central stage revealing the structure and all the functions of the theater's program, and renouncing traditional theater seating. Her seats were not upholstered, were close to each other, and encouraged a more aware, attentive, and upright posture among the audience, thus honoring, according to her, the ancient art of theater.
In the same way that the characteristics of architectural spaces alter our mood, feelings, concentration, and learning, so does the integral design element of furniture, which must be taken seriously when considering comprehensive user experiences. Regarding schools and learning environments in particular, the same attention given to teaching materials is often not conferred on furniture and physical structure.
As an aftermath of natural disasters, viruses and wars, in society, we often require emergency architecture. In this round-up, we explore how emergency architecture can accommodate educational needs and how it can bring together a community that has suffered social and economic hardship.
Emergency architecture can occur under a variety of circumstances and through the recent COVID-19 pandemic we have started to get a glimpse of the urgency for certain types of architecture across the world. What we sometimes take for granted in regards to socialising — a sense of community and access to quality education — some countries go without for large periods of time due to natural disasters, viruses and war.
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