iNDiS 2012, 12th International scientific conference on planning, design, construction and building renewal, November 28-30, Novi

Sad

Arber Sadiki1

PROJEKTOVANJE KOLSKIH ZGRADA U KONTEKSTU ODRIVE ARHITEKTURE

Rezime: Rad prikazuje istraivanje parametra projektovanja kolskih objekata u skladu sa
principima odrive arhitekture koji se pre svega odnose na parametre komfora objekta i to termike (toplotne) parametre, zvune (akustine) parametre, svetlosne (vizuelne) parametre i vazdune (higijenske) parametre. Analiza senki tradicionalnih shema projektovanja kolskih objekata nam pokazuje da svaka od njih ima svoje prednosti i nedostatke u bioklimatskom kontekstu, zato je izuzetno vano da prilikom prihvatanje odreene sheme moramo uzeti u obzir lokalne klimatske uslove, relief, lokacije, okruenje, karakter kole, itd. i sve to uskladiti sa optim zahtevima odreenog projektnog zadatka.

Kljune rei: odriva arhitektura, zelena arhitektura, kolski objekti

DESIGN OF SCHOOL BUILDINGS IN THE CONTEXT OF SUSTAINABLE ARCHITECTURE

Abstract: The paper is research of design parameters of school buildings in accordance with
principles of sustainable architecture that primary relate to parameters of facility comfort i.e. heat (thermal), sound (acoustic), light (visual) and air (hygienic) parameters. Analysis of the shadows of traditional schemes of designing school buildings show us that each of them has its advantages and disadvantages in the bioclimatic context, that is why it is extremely important that when we accept a certain scheme we must take into account local climatic conditions, relief, location, environment, character of the school, etc. and align it all with the general requirements of a particular project task.

Kljune rei: sustainable architecture, green architecture, school buildings

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

1. GENERAL 1.1. General bioclimatic parameters A house is well planned, if at first, the area and the climate zone where it is built is taken into consideration Vitruvius, I century BC. [1]. As we can see the Roman architect and writer Vitruvius, already in the 1st century BC, has made it clear that it is essential that a building is designed in accordance with the climatic conditions of the site where it will be built. Of course, these principles are no exception either for school buildings, on the contrary, considering that the main beneficiaries of the schools are children they must be designed in accordance with the climatic conditions of the site, in order to achieve the best comfort parameters of the building. In addition to all the climatic factors which are important for designing buildings, some of which should be given most of the attention are: sunrays, wind, air temperature and humidity. These are the factors that directly affect the heating and cooling of the building, then rainfalls that directly affect features of the material and the concept of drainage of atmospheric waters as well as thermal changes that are very important in making certain details such as dilatation, connectors, etc. Parameters for determining the location of school buildings, especially primary schools of the twentieth century usually would be the number of inhabitants and the optimal distance of students to the school. Often, this would result in choosing unfavorable locations in relation to bioclimatic characteristics, which are very important in order to achieve good comfort of the building and which have direct impact not only on the health of users, but also on better results of the educational process. Moreover, one of the main factors that directly affect the energy efficiency of the building are site characteristics and the environmental conditions where the building is constructed, where by customizing the building to these conditions, the need for energy can be reduced to a minimum. Configuration of the terrain is something which needs to be addressed starting from the very phase of selecting the location for constructing each building. Subsequently interrelated are some of the most bio-climatic parameters, such as insulation building, ventilation. In order to have a greater positive benefit from solar gain the configuration of the terrain has a positive impact where the fall develops from the north to the south. In this case, the building should develop linearly east-west, with the largest part of the building being exposed to the south, enabling maximum sun gain. In this case it is also convenient to dig in with soil the north side of the building. With the soil as one of the best thermal insulators, we significantly reduce losses through the northern open parts. Comfort in a building means the fulfillment of the basic requirements of comfortable staying and working in the interior of built space, and that there are no harmful effects on the health of users. The overall comfort of a building is dependent

on the air (hygienic) comfort, heat (thermal) comfort, visual (visual) comfort and sound (acoustic) comfort [2]. One of the basic principles of sustainable architecture is the use of natural materials. They are not only visually adaptable to the environment by creating an inseparable unity between the constructed object and the nature, but they also have very good bio-climatic characteristics that positively influence the achievement of a cozy comfort within the building. This all leads to the conclusion that every effort should be to use materials that are as close to its original natural form, and bring to the minimum use of artificial materials which expect from biologically unhealthy, their production requires an enormous expenditure of energy. 2. CONSIDERATION OF THE SCHEME OF TRADITIONAL SCHOOL BUILDINGS IN THE CONTEXT OF BIOCLIMATIC ARCHITECTURE General dynamics of social, economic and technological development have so much influenced the development of school buildings that they have become very flexible and of dynamic structures which provide the general possibility for different use. There are a few basic organizational schemes that are more widely used, as well as proven to be successful in designing school buildings. In order to determine favorable and unfavorable characteristics of the traditional scheme of bioclimatic design of school buildings, an analysis of the shadows during the winter solstice (21 December) at 9am, 12h and 15h, to determine insulation of the building as one of the most important bio-climatic factors. 2.1. The centralized resource plan This is one of the simplest organizational schemes of the school building. In organizational terms, the essence of this concept is to centralize all rooms except classrooms, in the central part of the building, so as to minimize the corridors to allow communication between classrooms and other school areas [3]. Due to significant saving of the surface for communication and in general developed area resulting in less demand for construction material and lower costs during operation, this scheme has been widely used in fifties and sixties of the twentieth century and not only here but also abroad. Since the corridor is fenced on both sides with classrooms, it is insufficiently lighted and ventilated, so in terms of air and light comfort this scheme is not a good example. Although such longitudinal corridor between classrooms prevents classroom lighting on both sides that is in many cases desirable. In order to improve the light and air comfort in this scheme, an intervention is needed by putting a belt along the corridor window openings in the wall between the corridors and classrooms, and it is also desirable that, depending on the length of the corridor, foresee cross rooms to be directly lighted which will improve lighting around the entire corridor significantly.

In cases when it comes to one floor school, this scheme can provide good air and light comfort, so that the corridor between classrooms should be designed with a lower height in relation to the teaching premises, in order to achieve additional lighting and cross-ventilation of classrooms.

Figure 1 The centralized resource plan. Analysis of shadows during winter solstice (December 21st)

Advantages: The possibility of applying a passive solar system via greenhouses at central common area; Because of its simple form, it is one of the most economical schemes as regards the construction. Provides extensive use of prefabricated elements; Direct visual communication of all classrooms with the school yard; In small school buildings (up to 300 students), organizing classrooms on both sides with respect to the longitudinal corridor gives compactness of the shape of the building so as to positively influence the energy efficiency of the building; Two-sided classroom lighting via lower height corridor in relation to the height of classrooms when one-floor schools are in question. Disadvantages: Due to the great length of corridors as well as two sided enclosure of classrooms, it is difficult to achieve a sufficient amount of natural light and natural ventilation. Therefore it is difficult to obtain good parameters of the light and air comfort. Left west classroom block is most of the time under its own shadow as well as the caste shadow of multipurpose central unit; Positioning of sanitary facilities in the central part of the building prevents the natural ventilation, thus deteriorating hygienic conditions in the sanitary block. In large school buildings (over 300 students), because of the great length of the corridor a jagged form of the building is required, which negatively impacts energy efficiency of the building. The possibility of applying a passive solar system via greenhouses at central common area;

2.2. The spine plan This scheme is developed in a way that corridors of all classroom wings correspond to the so-called "main street" along which other premises of the school develop. This scheme is commonly used in schools with a higher capacity of students. The basic disadvantage of the scheme is lower level of cost-effectiveness and energy efficiency as a result of higher geographic dispersion of functional solution. The characteristic of this type of scheme is called the "comb" which usually goes up to five prongs with one row of classrooms. This type has an advantage in the context of the light and air comfort as organizing classrooms on one side of the longitudinal corridor, enables two-sided lighting which significantly improves the environment inside the classroom in terms of natural lighting and ventilation. Complete separation of the common premises from classroom blocks gives the possibility for the units that make up common premises, including the toilets, to be naturally ventilated. In a situation when of classroom blocks are developing east west, it is recommended that branches in southern part are lower floors in order not to shade for the northern branches. In this case, except for the height, distance between the prongs is also important. This scheme does not construe any problem in terms of thrown shadows of one branche to another if it is to adapted to specific locations with mild slope from north to south.

Figure 2 The spine plan. Analysis of shadows during winter solstice (December 21st)

Advantages: Natural ventilation; Possibility of applying passive solar greenhouse system via a central common area; Protected from the wind through the inner courtyard between classroom blocks; Less exposure to external noise especially in inner branches;

 Separation of common areas of the classroom blocks the possibility to units that make up common areas, such as the multi-purpose room and toilets, can be naturally ventilated. Disadvantages: The northern branch in longer period under its own shadow and shade of the south branches; Less visual communication of classroom with school yard; Bad parameters of energy efficiency as a result of higher indentation of functional solutions; Large hall length; The risk of overheating classroom blocks facing south. This phenomenon can be avoided by using movable blinds and other protective elements of direct sunlight. 2.3. The courtyard plan Is especially applied in large schools. This scheme creates a number of safe open premies where some secondary education activities can develop. The function of each activity which is developed in the open ppremise, must be analyzed in detail in order not have a negative impact on the primary school premises. It is very important to pay attention to the orientation of the inner courtyard, because it must be exposed to natural light.

Figure 3- The courtyard plan. Analysis of shadows during winter solstice (December 21st).

Advantages: Natural ventilation using an inner courtyard; Sheltered from the wind; Less exposure to external acoustic pollutants; The most efficient in terms of energy efficiency due to the compactness of the form. Disadvantages: Internal classroom block is lighted only by the atrium so that does allow the parameters of the light and air comfort;

 North side classroom block under shadow; A small amount of natural light in common premises because of accommodating between classroom blocks; Less visual communication of classrooms with the school yard; The risk of overheating of classroom blocks facing south. This phenomenon can be avoided by using movable blinds and other protective elements of direct sunlight. 2.4. A classroom-clustering model Under this scheme few classrooms are developed around one central unit, which are usually premises of common purpose. In this case several sub-units of the school are clearly established by favoring the use of certain methodological educational methods, such as teamwork. Since each unit is connected to the other units and common purpose premises, it often results in long corridors that make it not very cost effective and energy wise effective scheme. Therefore, this scheme is not recommended for schools with a large capacity of students. It is often used for schools with students with special needs where each classroom requires specific support environments.

Figure 4- A classroom-clustering model. Analysis of shadows during winter solstice (December 21st).

Advantages: Direct insolation of all rooms; Natural ventilation; Direct visual communication of all classrooms with the school yard; Possibility of applying passive solar systems individually for each unit; Possibility of maximum adjustment of the building with the existing state of the terrain. Disadvantages: The risk of overheating from direct sunlight; Greater parameters of energy loss due to the linear development; Exposure to the wind; External exposure to acoustic pollutants; Because of the cut off of the building, it represents the most inefficient scheme in terms of energy efficiency;

3. CONCLUTION Historical development of school buildings shows us that it has always been associated with general social development. Entering the class-lesson system of education in the mid of XVII century, the need for mass education after World War II, the industrial development of the second half of the XX century, the development of IT technology at the end of the XX century, the application of new methods of education, such as team work, studying at a distance, interactive learning etc. certainly had their impact on the architectural development of school buildings. Today's global strategy committed to sustainable development obliges us to adhere to these principles in constuction, consequently, in the planning too, design and construction of educational buildings, as well as the important institutions of society. In this situation, this process has no longer only the aim to provide just enough space for a comfortable premise for delivering effective teaching in a pedagogical sense, but also to meet the overall comfort of the building with minimal use of energy, by focusing the maximum use of natural renewable energy sources. This can be achieved with a single strategic process organized for all the actors, such as political power when developing policies in education and energy, planners in determining the general principles of urban development, urban planners in determining the location for the construction of school buildings, up to the architect who must be dedicated to respecting general sustainable construction pricniples. Analysis of the shadows of traditional schemes of designing school buildings show us that each of them has its advantages and disadvantages in the bioclimatic context, that is why it is extremely important that when we accept a certain scheme we must take into account local climatic conditions, relief, location, environment, character of the school, etc. and aligne it all with the general requirements of a particular project task. From all the above, we can conclude that when designing school buildings, the architect has an obligation to make this process still work in accordance with sustainable bioclimatic principles not only for economic and environmental reasons, but for the school as an institution for the education of future generations, with its own building, be an example of how to use the natural resources that it provides to us in order to improve the general human needs, and how to act toward them in order to preserve the natural balance of the eternal. 4. REFERENCES [1] Vitruvje. 2006. Deset knjiga o arhitekturi. Beograd. Graevinska knjiga. III izdanje. [2] Pucar, M. 2006. Bioklimatska arhitektura. Zastakljeni prostori i pasivni solarni sistemi, Beograd, IAUS. [3] Kliment, S. 2001. Building type for elementary and secondary schools. New York, John Wiley & Sons.