III INTERNATIONAL SYMPOSIUM for students of doctoral studies in the fields of Civil Engineering, Architecture and Department of Environmental

Engineering and Occupational Safety and Health

Arber Sadiki1

ARHITEKTONSKI RAZVOJ KOLSKIH ZGRADA

Rezime: Rad prikazuje istorijski razvoj kolskih zgrada, koji je bio usko povezan sa obrazovno pedagokim metodama primenjivanim u razliitim epohama ljudske civilizacije, kao i optim drutvenim pojavama. U optem delu, hronoloki su prikazane karakteristike svake etape razvoja kolskih zgrada, vie fokusirane na tradicionalnu kolu, koja predstavlja prelomnu taku razvoja obrazovnih objekata. Koristivi analizu, kao metodu saznanja, u posebnom delu je analizirano nekoliko kolskih objekata, koji su izgraeni u poslednjih deset godina i predstavljaju novitet u razvoju kolskih objekata, naroito primenom novih pedagokih metoda, koje su prouzrokovane masovnim razvojem IT tehnologije krajem XX i poetkom XXI veka. Na osnovu utvrenih posebnih karakteristika kolskih zgrada izgradjenih poetkom XXI veka, i njihovom istorijskom razvoju, kao i detaljnom analizom kolskih objekata koji prestavljaju karakteristine primere u arhitektonkom razvoju, zakljueno je da arhitektonski razvoj kolskih zgrada usko povezan najpre sa obrazovno - pedagokim metodama koje su primenjivane, kao i celokupnom drutvenom, naunom i teholokom razvoju, i svaka prognoza daljeg razvoja kolskih objekata, morala je i mora biti u skladu sa oekivanim drutvenim, naunim i tehnolokim projekcijama. Kljune rei: kolske zgrade, arhitektura obrazovanja, razvoj

ARCHITECTURAL DEVELOPMENT OF SCHOOL BUILDINGS

Abstract: This paper represents the historical development of school buildings that are closely linked with educational - pedagogical methods which are applied in different epochs of human civilization, as well as general social phenomenons. In the general part, the features of each stage of development of school buildings are chronologically shown, which are more focused on the traditional school, which in fact is the breaking point in the development of educational facilities. By using analysis as a method of learning, in a special section, several school buildings have been analyzed, all built in the last ten years and present a novelty in the development of school facilities, especially by using new pedagogical methods, which are caused by mass development of IT technology in late XX and early XXI century . By determining specific characteristics of school buildings constructed in their historical development, as well as by doing detailed analysis of school buildings in the beginning of XXI century, which represent typical examples in architectural development, it was concluded that the architectural development of school buildings is closely associated with the first educational - pedagogical methods which were applied, and the overall social, scientific and technological development, and any further forcats of development of school facilities had to be in line with the expected social, scientific and technological projections. Key words: school buildings, educational architecture, development 1. GENERAL
1

Graduated Engineer of Architecture, PhD Student, University of Nish, Aleksandra Medvedeva 14, 1800 Nish, e-mail: arbersadiku77@gmail.com

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1.1. Historical development of school buildings Many anthropologists, based on the findings of the earliest traces of human kind, found that the man who lived as hunter 20,000 years ago in African savannas, had in his nature, attempts to convey his knowledge to his life's heirs. In the beginning it was done orally, through observation and imitation, and then they eventually developed other forms of transferring knowledge to younger generations, such as stories, legends, folklore, rituals and songs. Starting from 3500 BC different writing systems were developed around the civilized world. In Egypt, in year 2400 BC hieroglyphic writing was fully developed. [2]

Fig. 1 - Clay tablets with pictographic writing, year 3200 BC

By changing social and cultural circumstances, an organized manner of education began to develop, which in the primirly society was seen as a tool for exploring the environment and overcome the forces of nature. With the separation of mental labor from physical, the perception towards education is changed, which then becomes an important factor of social development in all spheres of life as an instrument used for the power of man over man. In such social circumstances first educational institutions were established and organized. The first schools were established in the middle of III milenium BC in the eastern countries such as Egypt, Babylon, China, India and ancient Greece. During historical development of the society, there were different concepts of education, which have always been associated with the general directions of development of the society. Thus the Sophists in the second half of the V centery BC, considered education as a tool for acquiring material goods and power in society, while Socrate believed that education is a search for truth and that all the efforts and aspirations are for the sake of truth. Platon's school gave more emphasis on the spiritual sphere. Platon believed that social organization is the image of the spiritual organization. No matter ancient philosophers differed in nuancies the concept of education, we can say that all had an influcence on the ancient Greek school for it to be the basis of different conceptions about society, which developed in modern times. Education strongly influenced the society, even though it was available only to the richest class. A large number of Roman philosophers and military leaders were students of the Hellenistic philosophers, but their access to education was more aimed at military education. A large number of schools at that time was more focused on training students military skills. As the whole society, in the middle ages, was under a dominant influence of the theological concept of life, it was highly reflected in education. In the medieval schools, the main method was based on a mechanical repetition and learning of church dogmas by heart. In the fourteenth century with the arrival of Humanism and the Renaissance, the struggle against the theological concept of education of the middle ages begins. These movements are in fact perpetuating the ancient tradition of education, where a man is in the center of attention and education is nothing but a true knowing of oneself and of natural phenomenon. The biggest step forward in the development of education was brought by the Czech pedagogue Jan Amos Komensky, (1592-1670) in "Great Didactics", where for the first time the concept of developing a school with a curriculum, classes, students divided into classes, and other organizational details that even nowdays did not radically change.
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Introduction of Komenskys class system education is the most significant event with the greatest influence in the standards of school building designs. According to Professor Zoran Bajbutovi, analysis of historical development of school buildings architecture indicates, in general, the following four major periods of development: I - The period from mid XVII and the emergence of archicetural solutions based on pedagogical doctrine of the class system; II - The period from mid XVII century until the late nineteenth century, when full development of the traditional school happens; III - The period from the beginning of the XX until World War II; IV - The period after World War II, [1] 1.2. General organizational features of school buildings In the early XIX century, the process of the education system was characterized by the collective form of teaching, where the basis of didactic method used frontal method of teaching. At that time applying of the known way of frontal work named Bell-Lancaster system of teaching began. This system was first implemented in North America, but very quickly accepted in Australia, Italy, Switzerland, Denmark and Russia. Frontal method of teaching was very applicable especially in times of mass education, when school was no longer monopoly of one class of society, but was available to everyone. This system of education was also more economical and therefore has long been applied in mass education. In the early stage of development of the classroom for teaching, all activities were aimed only at improving the organization within the classroom, and later with the development of educational systems of teaching, as well as general economic, social and technological development, school buildings were enriched with multiple premises, which had be symbioticaly connceted to each other in order for the whole building to function. The most important elements in the design of school buildings are: Entrance layout in what way students enter the school building and where do they go? Do they immediately go to subject teaching, or they first meeting in a larger room, which can have multi purpose? How other staff enters the building? How others enter the building during school days? How others enter the building for community activities? Is the central government a safety point? Internal communications - during the school day, where students have to go and how often? Do they go individualy in some premises or classroom? Size of school facilitiy - How many students are? What is the current number of students enrolling? What happens if the number is growing? Which is athe way of grouping the pupils enrolled? What are the programs that will be offered by the school? Methodology of teaching - What methodology is used during the classes? Are there several methodologies for working with pupils and the difference in the programs they attend? Is the team form of learning applied? Efficiency/Cost - Length of corridors required for the connection of all spaces that need to communicate with each other, are the main factors that determine the efficiency of the building in organizational terms, but also financial. Natural light - must be present in various amounts in almost all areas of school buildings. Natural light, depending on the geographic location where the facility is being built, conditions the position of sertain classrooms. Accessibility to the outside - many rooms, sometimes particular classrooms for lower age, must have direct access to the outside. [3] The dynamism of, in general, social, economic and technological development has so much influenced the development of school buildings, that they have become very flexible and dynamic structures that provide the possibility for different use. There are several basic organizational schemes that are more often applied as a proven success in designing school buildings.

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Table 1- Schemes of school buildings

Graphic overview

Fetures
The centralized resource plan One of the simpliest organizational chart of school buildings. The essence of this concept is the centralization of all rooms, except the classroom, in the central part of the building, so as to minimize the corridors for communication between classrooms and other spaces of the school. The dumbbell plan unlike the centralized scheme, all other rooms are divided into two limbs classroom wing, which makes it inefficient in terms of distance of other premises from classrooms. The spine plan This scheme is being developed so that all corridors of all classroom wings correspond to the so-called "main street" along which other facilities are developed. The courtyard plan Applicable in large schools. This scheme creates a number of safe open areas where secondary education activities can be held. It is very important to take into account the geographic positioning of the inner courtyard, because it must be exposed to natural light. A spine with single-loaded classroom wings Since the longitudinal corridor of classrooms is between one row of the classroom wings and other spatial units of school, this scheme allows more efficient communication between classrooms and other school facilities. A classroom-clustering model Several classrooms are developed around one central unit. Here, several sub-units of school are clearly formed so as to favor the application of some methodological educational methods, such as teamwork.

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2. SPECIFIC PART 2.1. Hazelwood School, Glaskow, United Kingdom This small school with a capacity of 60 children with various disabilities, with a total area of 2666 m2, was constructed in 2009. [4] Since the specific dedication of school entailed that nearly every classroom communicates directly with toilet facilities, nurses room, was well as other rooms for special purposes, depending on the user's disability, the grouping scheme is used in several units, such as the best scheme for such circumnstances.

Figure 2 - The base floor. Analysis of communications of spatial entities

Dedicated units of the building connect the curved corridor which has an entrance to each unit, creating a dynamic organic form. It should also be noted that the organic development of spatial entities, structured in full respect of the existing trees on the site where the school is built.

Figure 3 - Hazelwood School, from birds perspective

The project team has not only paid attention in terms of functionality for it to be consistent with the existing natural state of the site, but also through the use of finishing materials. A variety of natural wooden materials were used that support the creation inseparable symbiosis of the building with the natural resources owned by the location.

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2.2. Orestad College, Kopenhagen, Denmark A four floor school with a total surface area of 12,000 m2, was completed in 2007. The school is the first educational building in Denmark, which was designed taking into account the new reforms in the education system. Interactive communication and synergy were the main issues in designing this building. [4]

Figure 4 Analysis of communication of the spatial entities

Based on the analysis of spatial entities that make up the buildiong, it can be determined that the facility is primarily designed for a flexible system of teaching, where a large number of strata area is dominated by multi purpose teaching space where interactive teaching takes place, and also provides an opportunity for general socialization of students.

Figure 5 School enterior

The building is built in the very urban area of Copenhagen, so its external processing is in accordance with the urban architecture. Light enters the premises in teaching areas throughout the entire perimeter of the building, where for noise protection moving panels with different colors were used, which also contributed to the architectural identity of the building.

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2.3. "Peter B Lewis Building", Ohio, United States The building was designed by the famous architect Frank Gary, on demand of "Case Western University," with a total area of 14,120 m2 and total investment value of 62 million dollars, which was completed in 2000. [5] This educational institution represents an exception of not only in architectural design, which is dominated by a very dynamic paraboloid volumes prossesed with a facade of titanium, but also the internal organization of spatial entities. Despite the fact that all three entrances (south, north and east), lead in the central common corridor, according to the floors it can not be said that the school is developing a central scheme of the primary corridor for several steps, which are divided in several different places of each floor, communicating especially in the vertical. On the second and third floors there are bridges over the central atrium, connecting rooms for different purposes in horizontal, while visualy they contribute to the formation of the common parts of the central atrium. On each floor except the primary corridor, which usually goes to the main rooms such as auditoriums, there are secondary corridors connecting smaller rooms for different purposes.

Figure 6 Analysis of communication of the spatial entities

The facade of the classroom block is made of of traditional brick facade, by creating a link between the new building and existing buildings in the region, mostly from the same material.

Figure 7 The external appearance of the school

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3. CONCLUSION By analyzing historical development of school facilities it can be concluded that it was always linked with the general conditions of social development. By introducing the classroom system in education a direct link between teaching and educational standards has beeen established and the necessary environments for managing the inevitable kind of teaching. This resulted in the first basic standards for the design of school buildings. Furthermore, it created the first concrete link between the methodological system of teaching and learning of the organization of architectural space. Even though the traditional school building represents an example of a consolidated school building for conducting classroom system of education, technological development which is characteristic for the end of the XX and the beginning of XXI century, and therefore the application of new methods of education such as teamwork, distance learning, interactive learning and so on requires that a majority of such buildings must be exposed to the reconstruction and extension of its order to comply with new challenges. In doing so, one must take into account that the maximum use of existing space with small interventions, while the enlarged area must be flexible, so it can be adapted to any kind of teaching. The school "Orestad College", in Copenhagen is a powerful example of how far the flexibility of educational institutions can go according to the methodological teaching and learning methods, applied in the curriculum, but also warns us that every architectural task in the design of school buildings, must be in accordance with the needs of target groups and the general development strategy of any particular educational institution. It is important that in preparing terms of reference for the construction of school facilities all target groups are included (students, teachers, communities, etc.) and should be provided with all kinds of information that are not directly related to education, but in a context that may affect the education system. Based on the quantity and quality of information we have at this stage, as well as information on general social projections and technologicl development directly depend on the projected life of the school. Taking into account the historical development of school buildings, as well as the analysis of the school buildings built in the last ten years, it can be concluded that the school building should represent a dynamic, flexible building, which is able to teach the past, present and provide the future. 4. LITERATURE [1] Bajbutovi Z.: Arhitektura kolske zgrade, Svjetlost, Sarajevo, 1983, page.7 [2] Fischer S. R.: A History of Writing, Reaktion Books, London, 2004, page.36 [3] Kliment S.: Building type Basics for elementary and secondary schools, John Wiley & Sons, New York, 2001, page.63 [4] Kramer S.: Schools. Educational Spaces, Braun, Switzerland, 2010, page.117, page 29 [5] The Phaidon Atlas of Contemporary World Architecture, Phaidon, New York, 2004, page.714

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