Offener Wettbewerb | 01/2011
École primaire de la commune de Vernay / Grundschule
3. Preis
Architektur
Erläuterungstext
Situation
The school and the sports room of Vernay is to be is located on a portion of its agricultural region, near the center of the village. The make-up of this agricultural area is characterized by a series of strata in cultivated fields, stretching between the country lanes which cross this part of the region. The school is established by resting on these territorial tracks and the existing school, composing of a group stretching between 2 roads which line the plot of land in the North and the South. The existing roads which serve the current school by the North or by the South are the guidelines of a figure in the shape of a bayonet along which leans the new constructions and their outer extensions.
Design landscaping
The proposed set-up bounds in the East a free space opened on the countryside, reserved for future developments, and on the West an orchard on which opens classrooms. This orchard serves as a buffer zone between classrooms and constructions of the nearby district. Trees are planted there so as to resume and extend the present mode of plantation in the rest of the village.
The outer extensions are a continuation of the constructions and linking them together will result in logically connecting them to the rest of the site. At each end are the car park zones which are treated in a landscaped way: the impermeable zones are minimized, the vocabulary raised by orchards punctuates its surface with it.
Organisation
The organization of the buildings is simple and rational. The school resumes the organization of the existing building: on one side a row of classrooms opens on a garden, on the other a generous corridor looking onto the playground of the school. The garden, the quiet place of the school, is presented in the shape of an orchard and serves as a buffer zone between the school and the nearby constructions. The shape of the corridors goes back to the figure in the shape of bayonet which we find on the scale of the site. On the ground floor, the infants class is separated from the other classrooms and has an outside extension into the garden. On the first floor, the teachers staffroom opens onto the playground and the common spaces of the school. This inversion of the distributive logic of classrooms facilitates the surveillance of the pupils during recreation. The sports room opens onto the surrounding countryside. It extends by a foyer accessible from the playground of the school. The changing rooms of the sports room are arranged on the first floor and can also be used as dressing rooms when the room is used for entertainments. Several independent accesses allow to reach separately the various elements of the program scene, stage, kitchen, foyer, changing rooms. The technical premise situated in the volume of the sporting room feeds with energy the new constructions.
The school and the sports room of Vernay is to be is located on a portion of its agricultural region, near the center of the village. The make-up of this agricultural area is characterized by a series of strata in cultivated fields, stretching between the country lanes which cross this part of the region. The school is established by resting on these territorial tracks and the existing school, composing of a group stretching between 2 roads which line the plot of land in the North and the South. The existing roads which serve the current school by the North or by the South are the guidelines of a figure in the shape of a bayonet along which leans the new constructions and their outer extensions.
Design landscaping
The proposed set-up bounds in the East a free space opened on the countryside, reserved for future developments, and on the West an orchard on which opens classrooms. This orchard serves as a buffer zone between classrooms and constructions of the nearby district. Trees are planted there so as to resume and extend the present mode of plantation in the rest of the village.
The outer extensions are a continuation of the constructions and linking them together will result in logically connecting them to the rest of the site. At each end are the car park zones which are treated in a landscaped way: the impermeable zones are minimized, the vocabulary raised by orchards punctuates its surface with it.
Organisation
The organization of the buildings is simple and rational. The school resumes the organization of the existing building: on one side a row of classrooms opens on a garden, on the other a generous corridor looking onto the playground of the school. The garden, the quiet place of the school, is presented in the shape of an orchard and serves as a buffer zone between the school and the nearby constructions. The shape of the corridors goes back to the figure in the shape of bayonet which we find on the scale of the site. On the ground floor, the infants class is separated from the other classrooms and has an outside extension into the garden. On the first floor, the teachers staffroom opens onto the playground and the common spaces of the school. This inversion of the distributive logic of classrooms facilitates the surveillance of the pupils during recreation. The sports room opens onto the surrounding countryside. It extends by a foyer accessible from the playground of the school. The changing rooms of the sports room are arranged on the first floor and can also be used as dressing rooms when the room is used for entertainments. Several independent accesses allow to reach separately the various elements of the program scene, stage, kitchen, foyer, changing rooms. The technical premise situated in the volume of the sporting room feeds with energy the new constructions.