Syracuse University SURFACE

School of Architecture Dissertations and Architecture Thesis Prep Theses

Fall 2012

School as Community Center: Redefining the elationshipr between the community and the school in Minsk, Belarus

Kate Talkachova Syracuse University

Follow this and additional works at: https://surface.syr.edu/architecture_tpreps

Part of the Architecture Commons

Recommended Citation Talkachova, Kate, "School as Community Center: Redefining the relationship between the community and the school in Minsk, Belarus" (2012). Architecture Thesis Prep. 216. https://surface.syr.edu/architecture_tpreps/216

This Thesis Prep is brought to you for free and open access by the School of Architecture Dissertations and Theses at SURFACE. It has been accepted for inclusion in Architecture Thesis Prep by an authorized administrator of SURFACE. For more information, please contact [email protected]. SCHOOL AS COMMUNITY CENTER

REDIFINING THE RELATIONSHIP BETWEEN THE COMMUNITY AND THE SCHOOL IN MINSK, BELARUS

Kate Talkachova

Terrance Goode Jean-Francois Bedard December 2012 Syracuse University School of Architecture

TABLE OF CONTENTS

Thesis Argument

I. Education System IV. Pedagogies and case studies Infl uencial People in Education History 1 Open Classroom Movement 1 History of Education in Belarus 3 Waldorf 2 Education Strategies 5 Reggio Emilia 3 Methodology of Education in Belarus 6 Maria Montessori 5 Structure of Education in Belarus 7 Torpparinmaen School 7 Standard Curriculum 8 L. B. Landry High School 13 Cultural Particulars to Belarus Education 9

II. Minsk, Belarus V. School and community center program Context: Belarus 1 School Program 1 History of Minsk 3 Space Confi guration Desirability 2 Functional Zoning Plan of Minsk 5 Additional Program of Community Center 3 The Districts of Minsk 6 Possibility of Multipurpose Space 4 The Old Minsk 15 School Program Adjacencies 5 Temporal Relationships 6 III. Oktyabrski District Neighborhood Neighborhood Creation Goals 7 Oktyabrski District 1 School and Community Program Interaction 9 Neighborhood Development 2 Optimal Program Orientation 10 Parts and Boundaries of the Neighborhood 3 Program-Site Fit 11 Transportation in the Neighborhood 4 Spacial Confi gurations 13 Various Programs in the Neighborhood 5 School Types and Locations 9 Bibliography Typological School Forms 10 Image Credits Grade Schools in the Area 11 Town Center 13 Light Sports Complex “Orbita” 14 Integral Business Complex 15 Park Kurasovshina 19 Park Activities 21 Site Location 23 ABSTRACT

It is an axiomatic belief that a well-rounded quality education is one of The typological plans of the buildings ensure that the schools are each the necessities for a thriving society. With this idea of education at the supplied with a proper set of facilities, however, there is very little forefront, pedagogical reform is an ongoing process. But with so much differentiation between the buildings. of a child’s life being spent in the educational facilities, it is quizzical why the facilities themselves get overlooked so often. Belarus places a lot of emphasis on the importance of education, teaching children to learn for the sake of learning from early on, and this The school systems and the approaches to teaching differ from country is done in a very strict environment. However, the culture is changing to country, but the ultimate goal of providing an education and bringing and especially with the quest to fi nd its own identity, an effort must be out the “best” citizens remains the same throughout. The school system made to get away from the typological plan of the school and embrace in the Republic of Belarus is different from that of the USA in a number a more open solution. In order to achieve its full potential, the school of ways, including the lack of general separation of children by age. building needs to be able to provoke curiosity and invite people to enter Most public schools in the cities are composed of grades one through and learn, embracing and integrating the full extent of the community, nine, and sometimes more, as opposed to the typical distinction between rather than putting on an imposing monotonous facade that keeps life elementary, middle, and high school in the USA. With such an organiza- away. I contend that an open and extroverted approach to the design of tion, it would seem that there would be more of a sense of community the school building will celebrate it as a truly public civil institution that and support within the school, however that is not the case, as there are it is meant to be and reinstate the school as the center for community very strict divisions between the grade levels, as well as within them. life. The extroverted school will then become the symbol for both Furthermore, ever since the years of the Soviet Union, some afterschool learning and community spirit. activities to benefi t the society are in place, such as the Youth Organi- zation, which serves to learn about the culture, the community, and to Since the conception of the “modern” educational system in the USSR in improve the environment, however there is very little interaction of the the 1950s, “vospitanie”, literally meaning “upbringing” or moral neighboring community with the school itself. In order to promote a education has been an integral and most important part of the system. newfound sense of community as a whole and within the building itself, It is believed that schools should do more than just teach core subjects, the architecture of the facility should refl ect the principles of cooperation but rather teach children how to become good, productive citizens in a and integration and incorporate them into the learning system. society.1 Children are taught to behave, to be competitive, to care about the appearance of the school facility as if it represents society at large. The city of Minsk has a very unique history and presence. As it was It is very rare to fi nd graffi ti or trash in or on the building as one might in almost completely destroyed during WWII, and rebuilt after the fact, Western schools. This attitude, however, taught, and some worry about most of the architecture in the city dates to around the same time period. the implications of allowing creative and free thinking on the appearance Additionally, Minsk is a green city that takes pride in its vast open and treatment of the institutions, as well as national identity and pride. spaces. Most buildings that are not civic in function get de-emphasized According to William Carr, “The school building is the tangible and visible and masked by the greenery, minimizing their impact on the green evidence of the attitude of the public towards education”.2 If the image of the city. While most of the major civic buildings in the center of building is an important representation of community values and the city receive proper attention and are displayed as icons in the public attitude, as it is in the former countries of the USSR, then why isn’t more realm, the architecture of school buildings, even though they are also a importance being placed on the planning of the building rather than just major civic institution, remains overlooked. The buildings themselves simply keeping it clean? And why does such a distinct separation of the remain largely unremarkable, most still following typological school plans school and the community exist? In a case study Davidson Elementary from the Soviet era, and are placed in the centers of each residential School in North Carolina, the building was designed in a manner that neighborhood, remaining unseen by the larger community. facilitated group activities and teaching, as well as communal integration. In the follow-up evaluation, it was found that both teachers and students In the following phase, the school will be re-envisioned as the were more enthusiastic about the integrated methods of teaching, as community center, rather than just the literal center of a distinct well as felt more ownership of the school itself as opposed to the more neighborhood. Since the separation from the USSR, Belarus has been traditional layout because of the ability to personalize the space.3 fi ghting to regain its national identity. While that is an impossible goal to achieve through any architectural proposition, a communal school , If the learning styles are to change to encourage a slightly more acting as a social connector, would be a piece that aids and strength- independent frame of thinking, the facility planning has to change with it ens the sense of identity and community, at least on the local level. in order to augment the transition. The idea of a more communal school A study looking at the programs of community centers and existing that allows a greater degree of interaction challenges the traditional schools will be performed to fi nd potential for multipurpose space and rigid teaching methods of Belarus. In respect with school planning, the additional programs, and interaction possibilities that could be helpful usual set up with rigid rows of desks centered on the teacher, and in unifi cation of the two. This will promote greater interaction and focused on the collective rather than individual students’ education is integration between the educational system and the community, which the prevalent model. This teaching method instills discipline and the is especially benefi cial given the already broad age existing in the idea of the importance of learning that is so vital to Belarus from an school buildings. early age. However it is also ineffective with the new initiative, try- ing to acknowledge individualism and creative thought, in more recent Lastly, will be an investigation of school designs, looking at proposals school reformations.4 With respect to the neighborhood, most residen- that challenge the traditional system, in terms of the facility itself as tial micro-districts are planned with housing on the outside, centered well as the pedagogy. Specifi c emphasis will be placed on learning around educational facilities, which remain unused by anyone but systems that promote interaction within the school itself, as well as students during the mandated school day, as well as afterward. This ways to involve and promote the interaction of the school and the planning centralizes a neighborhood and creates an implicit division community. As part of this phase, will be an examination of the between the different parts of the community, fragmenting the city theories of pedagogy, such as Montessori, Reggio Emilio, Waldorf, and further, with the “center” of the neighborhood being a building that is Open Classroom. only ever used by a fraction of the residents, while the center of the community ceases to exist. A society that values education should place emphasis on the facilities and incorporate in them the values and progress, not blindly stick to The initial research focuses on understanding the culture of Belarus and the traditional. For a country fi ghting to regain its identity, it is the history of the city of Minsk, with specifi c emphasis placed on the important that the divisions between the neighborhoods are blurred architecture of the city and the cultural activities in general, and in the and a sense of a whole is created. With the school as community specifi c area of investigation. Alongside the history, the school system center, education remains the central focus, as well as provides the in Belarus and USSR will be investigated, including the curriculum taught necessary link to the surrounding neighborhoods, becoming more than to see possible infl uences on the design of the building. The next phase just a physical center, but an activity center as well. investigates at the school in relation to the community. This phase will 1. James Muckle, A Guide to the Soviet Curriculum: What the Russian Child is Taught in include an in-depth analysis of the relevant neighborhood, looking at School (New York: Croom Helm in ass. with Methuen, Inc., 1988), 7-15, 22-33. the life of the neighborhood, as well as important landmarks. This will 2. C. Burke, I. Grosvernor, School (London, 2008), 7 provide the context for the design, as well as a physical location that 3. Rotraut Walden (ed.), Schools for the Future: design proposals from architectural might benefi t from a new school. The location chosen is such that there psychology (Cambridge: Hogrefe & Huber Publishers, 2009) 125-136 is maximum interaction with the current conceptual heart of the commu- 4. Stephen L. Webber, School, Reform and Society in the New Russia nity - the park, which is currently largely unused. (New York: St. Martin’s Press Inc., 2000)

PART I - EDUCATION SYSTEM

Infl uencial People in Education History 1 History of Education in Belarus 3 Education Strategies 5 Methodology of Education in Belarus 6 Structure of Education in Belarus 7 Standard Curriculum 8 Cultural Particulars to Belarus Education 9

EDUCATION STRATEGIES

Traditional Approach Progressive Approach Curriculum and classes taken prescribed by district Flexible curriculum infl uenced by student interest

Teachers function is to introduce students to content Teachers serve as facilitarors of learning, providing a knowledge and skills as prescribed variety of activities through which students learn through discovery

Textbooks and workbooks primarily used, lately Use of wide variety of activities and materials, supplemented by powerpoint presentations often using community resources

Emphasis on learning as a class from the teacher Emphasis on individual and group research

Emphasis on academic areas with facts and skills Learning from a variety of areas

Use drills to practice at the skills Use of interactive and discovery learning

Tend to enforce discipline and self-control Character building relative to others, not mandated

William Hayes. The Progressive Education Movement: Is It Still a Factor in 5 Today’s Schools? Lanham, Md: Rowman & Littlefi eld Education, 2006. BELARUS ON THE SCALE OF EDUCATION METHODOLOGY

Traditional Approach Progressive Approach Development is regulated Freedom to develop naturally Certain level of conduct is expected Conduct based on the person not mandated Self-expression is limited Opportunity for initiative and self-expression

Excelence is the motive for all work Interest is the motive for all work Lessons through bookwork Contact with the world through activities

Teacher as instructor Teacher as a guide Use of practice in mastering concepts Encourage the use of senses Develop discipline and respect Teach how to use sources of information Based on conclusive information How to express conclusions reached

Quantitative student development Scientifi c study of student development Objective reports on students only Both subjective and objective reports on students Standardized testing for all students Characteristics that will effect future life

Proven educational method Leader in educational movements Facts more important than progressive research New ideas encouraged Tradition-based learning Discoveries are more important than tradition

6 STRUCTURE OF EDUCATION IN BELARUS The elementary school is very rare in Belarus. The most common type of school building is the secondary school, providing full education. The base school prepares students to continue on to a specialty school, a secondary school, or a more prestigious and specialized gimnasium or lyceum. The graduates of these programs have a higher Types of Schools in Belarus chance to get into college. Night Schools a later shift from the regular schools, and are in some cases used as an Elementary School Grade 1 - 4 interchangeable alternative. The schools for Base School Grade 1 - 9 secondary education (grades 5-11) operate on a 6 day Secondary School Grade 1 - 11 schecule, with the saturday spent on specialty classes and Gimnasium Grade 5 - 11 physical activities. Night (Shift) School Grade 5 - 12 Lyceum Grade 10 - 11

Post-Graduate University 22

College or Institute 17 Secondary Education (X-XI) Vocational School Secondary Specialist School 15

“Incomplete” Secondary Education (V-IX)

10

Primary Classes (I-IV) 6 General Base Education General Secondary Education Kindergarten 3 Nursery School 7 3m Compulsory STANDARD CURRICULUM

SUBJECT I II III IV V VI VII VIII IX Belarussian 3 (1) 3 (2) 3 (2 ) 3(2) 3 3 2 2 2 Belarussian Literature 3 (0) 3 (1) 3 (1) 3 (1) 2 2 1/2 2/1 1/2 Russian 1 (3) 2 (3) 2 (3) 2 (3) 3 3 2 2 2 Russian Literature 0 (3) 1(3) 1 (3) 1 (3) 2 2 2/1 1/2 2/1 Foreign Language – –333333 3 Mathematics 4 4445544 4 Information Technology – ––––111 1 Living Environment 1 1111––– – World History – –––2111 1 History of Belarus – ––––111 1 Citizen Training – ––––––– 1 Geography – ––––112 1 Biology – ––––122 2 Physics – ––––122 2 Chemistry – –––––22 2 Visual Arts 2 1111––– – Music 1111–––– – Labor Training 1 1111122 1 Drafting – ––––––– 1

TOTAL 18 19 22 22 25 27 28 29 29 Supporting Subjects to be Chosen by the Student 6 7557777 9 TOTAL LOAD 24 26 27 27 32 34 35 36 38

(1) Russian Taught Schools 2/1 Typical/Allowed “Typical Learning Plans”. Ministry of Education of the Republic of Belarus. Last modifi ed 2012. http://edu.gov.by/main.aspx?guid=15311. 8 “VOSPITANIE”

The term “vospitanie” is often literally translated to “upbringing”, however it has its own distinct implications. It is WORK most easily understood as moral education, although it is not a they are not synonyms. Another loose implication of the term is “good breeding”. The root of the concept, however lies in developing a personality, making one their own person, within a INDIVIDUAL FAMILY specifi c frame1. Its social aspect has to do with the transferring of experience from one generation to another, including knowledge, VOSPITANIE skills,, different regulations, and frame of thinking. On a slightly different scale, it is an academic activity that aims to nurture an individual’s values and opinions, moral values and views, as well CULTURE NATIONALITY as serve as good preparation for later life. Through vospitanie, children get their personality and a sense of the social structure and norms that they have to live in. In the context of schools and education, it refers to all KNOWLEDGE education that is done other than actually teaching the class subjects, and this education was valued in the USSR, and is still very much valued in the Republic of Belarus, just as much, if not more than the actual learned material, therefore, cannot be overlooked in the consideration of a school. Of course, this education teaches a certain frame of mind, and the curriculum had specifi c courses built into it that deal with mainly this issue, with only a small portion of the aim being actual classroom knowledge. Vospitanie teaches children how to view the world, how to act in society, how to behave, how to think, as well as a certain amount of admiration and respect for the nation, the school, and the value and importance of education, instilling from early on that achievement is important and nothing less is acceptable.

1. James Muckle, A Guide to the Soviet Curriculum: What the Russian Child is Taught 9 in School (New York: Croom Helm in ass. with Methuen, Inc., 1988), 7-15, 22-33. CELEBRATION OF THE FIRST BELL

The Celebration of the First Bell, also known as Day of Knowledge, or simply September 1st, is an event that is widely celebrat- ed in Russia and Belarus. The day is usually characterized by at least all of the fi rst graders bringing their new teacher fl owers, fi rst steps inside the school, some form of celebration prepared by the older kids, and a shortened day in which the rules are established and the 1st grade children familiarize themselves with the school, and especially the classroom. It is not unusual for parents to come to school during this event and stand around the perimeter of the classroom and observe the student-teacher interaction. It is a day of celebration very central to the culture and a strong part of the educational tradition.

10

PART II - MINSK, BELARUS

Context: Belarus 1 History of Minsk 3 Development of the City 5 Functional Zoning Plan of Minsk 11 The Districts of Minsk 12 The Old Minsk 21 CONTEXT

8KVGDUM

/KPUM /QIKNGX )TQFPQ

)QOGN $TGUV

1 DISTRICTS OF MINSK

2 HISTORY OF MINSK

Since the conception of the city, Minsk became a centre of arts and trade as oneThe of city was severely damaged by theMinsk was ruined during the Napoleon invasion Minsk became the capital of the Byelorusian Minsk was invaded more than ten times. 1300s the cities of the Grand Principality1654-1667 of Lithuania.Russo-Polish war. 1812 of Russia. 1 Jan.1919 Soviet Socialist Republic (BSSR).

1067 A.D. 1499 1793 1914-1918 1919-1941

rst mentioned as “Mensk”, when it

Minsk was fi City granted theMagdeburg Law, allowing Minsk became part of Russia. During WWI, Minsk had a revolution and had a Between the two world wars, the population of was in a feudal war. It was then overtaken and mediaeval cities self-government. number of power changes. It was invaded by Minsk doubled and the industrial output increased burned down by troops from Kiev. Soviet, German, and Polish troops, but left forty times. 3 largely intact.

4

1991-present

of the Commonwealth of Independent States. States. Independent of Commonwealth the of

well as the residence of the Executive Committee Committee Executive the of residence the as well

Minsk is the capital of the Republic of Belarus, as as Belarus, of Republic the of capital the is Minsk

healthcare, education, transport, and science. science. and transport, education, healthcare,

technologies, as well as developed culture, culture, developed as well as technologies,

that was the centre of machine building and and building machine of centre the was that 1982

essentially a clean slate. It was turned into a city city a into turned was It slate. clean a essentially

according to Soviet planning principles, as it was was it as principles, planning Soviet to according

After the war, Minsk was reconstructed was Minsk war, the After

1950s-1980s

Minsk gets an international airport. international an gets Minsk

1974

citizens’ services during WWII. during services citizens’ celebrated as Independence Day. Day. Independence as celebrated

Minsk granted the title of “City-Hero” for its its for “City-Hero” of title the granted Minsk Minsk liberated. This became known and and known became This liberated. Minsk

c centers, and and centers, c fi

July 3, 1944 3, July

theatres were destroyed. destroyed. were theatres

almost all plants, factories, scienti factories, plants, all almost

process, more than 80% of all housing, as well as as well as housing, all of 80% than more process,

district - was built. was - district rst airport in Minsk - in Oktyabrski Oktyabrski in - Minsk in airport rst

than 400,000 people were killed in Minsk. In the the In Minsk. in killed were people 400,000 than

fi The 1941-1944

During the occupation, lasting three years, more more years, three lasting occupation, the During

1934

rst few days in June, Minsk was was Minsk June, in days few rst

fi then captured on the 6th day of the war. war. the of day 6th the on captured then

severely bombed by the Germans. The city was was city The Germans. the by bombed severely

Even in the the in Even

During WWII, Minsk was invaded by the Nazi. Nazi. the by invaded was Minsk WWII, During

Minsk became part of the Soviet Union. Soviet the of part became Minsk 1928

1922

rst science library in Byelorusia. in library science rst fi

retitled as the National Library at the time. the at Library National the as retitled

organized, accompanied by the university library, library, university the by accompanied organized,

including the the including

The Academy of Sciences of the BSSR was was BSSR the of Sciences of Academy The

Byelorussian State University inaugurated, inaugurated, University State Byelorussian 1921 DEVELOPMENT OF THE CITY

1800 1850

5 1900 1940

6 DEVELOPMENT OF THE CITY

1950 1965

7 1980 2001

8 DEVELOPMENT OF THE CITY

2004 Major Roads & Railroads 9 10 FUNCTIONAL ZONING PLAN OF MINSK

4GUKFGPVKCN

)TGGP

11 DISTRICT 1 - CENTRALNI

,GUWKV%QORNGZ

2QRWNCVKQPÄ 5K\GÄUSMO 5VCTVGFKP %QPVCKPUOCKPUSWCTGU

/CKP#VVTCEVKQPU  *KUVQTKECN%GPVGTQHVJG%KV[  2CTM)QTžMQIQ  0CVKQPCN&KURNC[%GPVGT$GN'ZRQ $GTPCTFKPQM/QPCUVGT[

5V,QUGRJ’U%JWTEJ %JKNFTGPžU2CTM)QTžMQIQ 0CVKQPCN&KURNC[%GPVGT$GN'ZRQ 2GVTQRCXNQXUMC[C%JWTEJ 12 DISTRICT 2 - SOVETSKI

2QRWNCVKQPÄ 5K\GÄUSMO 5VCTVGFKP

/CKP#VVTCEVKQPU  %GPVTCN.KDTCT[QH;CMWD-QNQU  /CKP$WKNFKPIQH#ECFGO[QH5EKGPEG %GPVTCN.KDTCT[QH;CMWD-QNQU /GOQTKCNVQ;CMWD-QNQU

/CKP$WKNFKPIQH#ECFGO[QH5EKGPEG $GNCTWUUKCP0CVKQPCN6GEJPKECN7PKXGTUKV[ /GOQTKCNVQ$51MTGUVKP -QOCTQXUMK$C\CCT 13 DISTRICT 3 - PERVOMAISKI

2QRWNCVKQPÄ 5K\GÄUSMO 5VCTVGFKP

/CKP#VVTCEVKQPU  $GNCTWUUKCP0CVKQPCN.KDTCT[  %JKNFTGPžU4CKNTQCF  *KIJ6GEJPQNQI[2CTM 0G\CXKUKOQUVž#XGPWGÄ/KETQTGIKQP8QUVQMOQUCKEU

$GNCTWUžHKNO$WKNFKPI %JKNFTGPžU4CKNTQCF *KIJ6GEJPQNQI[2CTM 0CVKQPCN$GNCTWUUKCP.KDTCT[ 14 DISTRICT 4 - PARTIZANSKI

2QRWNCVKQPÄ 5K\GÄUSMO 5VCTVGFKP &KUVTKEVURGEKCNK\GFKPRTQFWEVKQP

/CKP#VVTCEVKQPU  5NGR[CPUMC[C9CVGT5[UVGO  /QTGVJCPJWIGHCEVQTKGU 5VCVWGQH)QTžMK

5NGR[CPUMC[C9CVGT5[UVGO $GNMQOWPCUJÄGNGEVTQOCEJKPGT[HCEVQT[ 66TCEVQT(CEVQT[ 6TCEVQT5VCVWG 15 DISTRICT 5 - ZAVODSKOI

2QRWNCVKQPÄ 5K\GÄUSMO 5VCTVGFKP

/CKP#VVTCEVKQPU  5RGEKCN'EQPQOKEU

/KPUM#WVQOQVKXG(CEVQT[ 2CTVK\CPUMK#XGPWG /KPUM

2TGUKFGPVžU4GUKFGPEG

2QRWNCVKQPÄ 5K\GÄUSMO 5VCTVGFKP

/CKP#VVTCEVKQPU  4GUKFGPEGQHVJG2TGUKFGPV  0KPGFKHHGTGPV/KPKUVTKGU  4KXGT5XKUNQEJ

;CPMC-WRCNC0CVKQPCN#ECFGOKE6JGCVTG 0CVKQPCN#TV/WUGWO *QWUGQHVJG1HHKEGTU .QUJ[VUC/CPQTCPF2CTM 17 DISTRICT 7 - OKTYABRSKI

2QRWNCVKQPÄ 5K\GÄUSMO 5VCTVGFKP 5RGEKCNK\GFKPVTCPURQTV /KPUM4CKNYC[5VCVKQP5SWCTG /CKP#VVTCEVKQPU  /CKPTCKNYC[UVCVKQP 

/KPUM/GCV2TQEGUUKPI(CEVQT[ #ECFGO[QH/CPCIGOGPV $GNCTWUUKCP+PUVKVWVGQH%WNVWTG 5VCFKWO.QMQOQVKX 18 DISTRICT 8 - MOSKOVSKI

+PFGRGPFGPEG5SWCTG

2QRWNCVKQPÄ 5K\GÄUSMO 5VCTVGFKP 5RGEKCNK\GFKPIQXGTPOGPVCPFGFWECVKQP

/CKP#VVTCEVKQPU  'FWECVKQPCNHCEKNKVKGUQHCNNV[RGU  6JTGGVJGCVTGU  2TGUKFGPVKCN.KDTCT[

)QXGTPOGPV*QWUGCPF5VQNKVUCž

%JWTEJQH5KOQPCPF*GNGPC ;QWVJ6JGCVTGQH$GNCTWU /KPUM/WUKECN6JGCVTG /KPUM&TCOC6JGCVTG 19 DISTRICT 9 - PRUNZENSKI

2QRWNCVKQPÄ 5K\GÄUSMO 5VCTVGFKP /QUV2QRWNCVGF&KUVTKEVÄQH

/CKP#VVTCEVKQPU 

2QRWNCT 5 &KPCOQÄ;WPK5VCFKWO

*QWUGU 'CUVQH2T[V[VUMK5SWCTG 021%GPVGT 2QRWNCT5VTGGVKP4GIKQP 20 MINSK - OLD

The old center of Minsk is composed of four parts. They are the Upper City, Minsk Fortress, Rakovskaya Town, and Troitskaya Town. The Minsk Fortress did not survive, and is planned for reconstruction, however parts of the other portions survived and have been restored. Troitskaya Town is the most widely known and popular historical town in Minsk, while Rakovskaya Town includes Petropavlovskaya Church, the oldest surviving building in Minsk dated to 1611.

Petropavlovskaya Church in Rakovskaya Town

21 Former Bernardine monastery. Typical Rakovskaya Town Upper City Troitskoya Town

Upper City Troitskoya Town with current city center behind 22

PART III - OKTYABRSKI DISTRICT NEIGHBORHOOD

Oktyabrski District 1 Neighborhood Development 2 Parts and Boundaries of the Neighborhood 3 Transportation in the Neighborhood 4 Various Programs in the Neighborhood 5 School Types and Locations 9 Typological School Forms 10 Grade Schools in the Area 11 Town Center 13 Light Sports Complex “Orbita” 14 Integral Business Complex 15 Park Kurasovshina 19 Park Activities 21 Site Location 23 OKTYABRSKI DISTRICT

2QRWNCVKQPÄ 5K\GÄUSMO 5VCTVGFKP 5RGEKCNK\GFKPVTCPURQTV 5RGEKCNK\GFKPJKIJVGEJPQNQI[

/CKP#VVTCEVKQPU  /CKPTCKNYC[UVCVKQP /KPUM4CKNYC[5VCVKQP5SWCTG 

1 /KPUM/GCV2TQEGUUKPI(CEVQT[ #ECFGO[QH/CPCIGOGPV $GNCTWUUKCP+PUVKVWVGQH%WNVWTG NEIGHBORHOOD DEVELOPMENT

The region is fi rst mentioned in 1580s as a small settlement village. By 1900, this settlement has reached the population of about 50 people. Before the Russian Revolution, this area used to be a popular place for people to come to rest. The area was fi nally included in the city bounds in 1965, with the construction of a new residential settlement beginning in 1967. The three original residential settlements were planned for 47,000 people. Kurasovshina was never a prestigious place to live. A lot of people living in Minsk would never actually visit the area. It is mainly known for its electronic specialization - the Integral Complex, and most recently, the ski center and the park are getting more recognition. The major historical building in the area is the “White Dacha”, dating to the 1900s. It started as a hospital for veterans of the Russo-Japanese war, then was turned into a school, then a governing house, then served as a base for a soccer club, before being turned over for scientists.

1950 6 1965 5 1980 2001 1 3 7

4

2 2 PARTS AND BOUNDARIES OF THE NEIGHBORHOOD

The neighborhood is isolated from the rest of the city by the ring road in the south, the airport in the north, separating it from the city center, and the two railroads to the east and west.

Airport Industry Shops/Stadium Microdistrict Loshitsa Reservoir Ski Resort Med-city Park Old single family housing Ring Road Railroad

3 TRANSPORTATION NETWORK

The length of the road between the two major Walking Distance north-south roads is mostly used for public trans- portation, and accessing the business complex 10 min for the workers, with little other traffi c. It is a 10 min manageable walk from one end of the road to the 7 min other, with only 22 minutes separating the two 7 min 5 min distinct neighborhood areas. 5 min

The southern area of the neighborhood is separat- 1.8 km total (22 min) ed from the north, however the public transporta- tion in the region is not lacking. The ending stop of the trolleybuses is within 3 minutes walking distance from the site. Similarly, the bus network From Town Center reaches either the same ending stop or ends on the From Site loop immediately adjacent to the site.

Trolleybus Routes Bus Routes

4 CULTURE AND RELIGION

Library Museum Church

Residential Non-Residential

5 RECREATION AND RELAXATION

Swimming Pool Theatre Cafe Skiing Center Solarium/Tanning

6 COMMERCIAL

Building Materials/Furniture Clothing/Childrens Grocery Stationary/Technology Pharmacy

7 OUTDOOR ACTIVITIES

Playground Track/Stadium Games Court

8 SCHOOL LOCATIONS 5%*11..1%#6+105

Preschool Specialty School Middle School Afterschool Activities

9 SCHOOL FORMS 5%*11.(14/5

“E”

“U”

“H”

Courtyard

“N”

Ladder

“X” 10 GRADE SCHOOLS IN THE AREA

The existing schools in the area are monotonous structures three stories high СШ 62 СШ 11 with clear gridding present and little СШ 110 differentiation apart from an entrance awning.A courtyard entrance space is important for school-wide gatherings. СШ 89

СШ 71

G. 35

СШ 119 СШ 97

School Date dNumber of Grades Class Auditorium Dance Home Cafeteria Library Gym Stadium/ Computer Resource Target Art Center Music/Chorus Spicialty Students Rooms Class Economics Sports zone Rooms Center Practice /Rooms

1977 727 1-11 21 250 200 560 1380

1971 1-11 Art and Music

1960 40 + weights 10

1-9

1979 230+ 1-11 Belarussian School, 570 1-11 28 Music and Theatre

1967 Chemistry, Biology, Russian, English 11 1969 1-11 СШ №89

СШ №71

СШ №97 СШ №110

СШ №62 12 TOWN CENTER

Kazintsa Square was supposed to be the compositional and activity center for the residential neighborhoods. The square was planned to have a commercial zone framing the center with a hotel up front, that would create a large public space. However, in the 1980s when this was being planned, the unrest in the country kept putting the project back, resulting in only the four residential buildings being built.

13 LIGHT SPORTS COMPLEX “ORBITA”

The old soccer stadium “Orbita” is in the process of getting reconstructed to be Light Sports Complex #7. It is due to be completed by Fall 2013. It will have a new open stadium with a seating capacity of 3000, as well as the light sports closed facilities, as well as all the sports management facilities necessary. The complex is planned to contain a mini-swimming pool for aqua-aerobics, a fi tness room, a pool room, and a cafe-bar. An improvement over the original “Orbita” is the quality of the facilities, as well as the fact that the new facility will be open to residents in the district as well as the original professional sports users. The images show the design that is getting construct- ed. The general view of each is from the road looking deeper into the site. This is an important improvement of the neighbor- hood and a big step toward community development. This facility would be benifi cial in conjunction with the proposed program.

14 “INTEGRAL” BUSINESS COMPLEX

“Open Joint Stock Company "INTEGRAL" is a designer, manufacturer and exporter of microelectronic components and electronic devices”

SPU Enterprise "SKB Nemiga" Cafe’, bank, store "Integraltehnis" Factory "Electronics" 3 1 Company"Integral-CARD" Scientific-Production Association 4 “НПО” Integral Industrial Complex Scientific and Technical Center "Belmikrosistemy" "Integral Newspaper Revision" "Semiconductor Factory" 2 5

"Transistor Plant" 6

Microelectronics Electronics Other

Scientific and Technical Center "Belmikrosistemy" "SKB Nemiga" Scientific-Production Association “НПО” Integral Industrial Complex "Semiconductor Factory" Factory "Electronics"

"Transistor Plant" Company"Integral-CARD" "Integral Newspaper Revision" 15 SPU Enterprise "Integraltehnis" Cafe’, bank, store 4

1

5

2 3 6 18 PARK “KURASOVSHINA” The park, which is adjoining the site, is currenly a large green space that is largely ignored. Lately, there has been a push to reintroduce activity into the park. It has become vastly more popular in the winter because of the introduction of the ski complex “Solnechnaya Dolina”, with the tabbogan open a bit longer than snow season, but the park overall is still unused in the summer. In recent years, partially in preparation for the upcoming hockey tournament, there have been weekly concerts going on in the park, featuring a variety of singers primarily. There have also been an event in August of this year held at the park that featured a variety of challenges. This is the fi rst such use of this park. The lake is pure water and is largely unused, there has been sailing during the event going on, and presumably that is the future hope for the park. Also, people can occasionally be found fi shing. Usually, it is solely used for relaxation purposes. Residents of surrounding neighborhoods enjoy the peace of the park, and occasionally take a walk or a bike ride. Recently, there has been a push to get better bike trails.

19 Relaxation is the biggest reason people come to the park during summer, while the new ski center is the primary attraction during the winter, however, people attending the ski center come from all over Biking the city, not local. Currently, the park is mostly an open grass fi eld, with no planned activity areas, and generally gets very little usage.

Daily Activity Level at the Park Relaxation Ski Center

mtwthf ssu Concerts

20 EXISTING ACTIVITIES IN THE PARK

Festivals Relaxation Biking Ski Center Toboggan

March April May June July August September October November December January February

Total

Local

Park Usage by Population

21 PROPOSED ACTIVITIES IN THE PARK

Ice Rink Indoor Pool Planned Activity Areas Lake Usage Term IV Term ITerm II Term III Community Center Festivals Relaxation Biking Ski Center Toboggan

March April May June July August September October November December January February

Total

Local

Park Usage by Population

22 SITE LOCATION

24000 sq. meters (258,333 sq. ft)

23 SITE

24

PART V - PEDAGOGIES AND CASE STUDIES

Open Classroom Movement 1 Waldorf 2 Reggio Emilia 3 Maria Montessori 5 Torpparinmaen School 7 L. B. Landry High School 13

OPEN CLASSROOM A student-centered classroom design format that was popular in the United States in the 1970s. The idealized form of this movement is schools built without any interior walls. This is a good idealization, allowing the fl ow of space throughout the school, however this resulted in spaces that were too disruptive, as noise pollution is high. Due to this factor, there is a very large adjustment period to teaching and learning in the space, and children still frequently get distracted. Students are not dIvided by grade, but rather by skill level in a specifi c subject area. The teaching in the school is optimized for small group activity and individual learning, encouraging self-directed active learning.

Top: Disney School, an early idealized open-plan concept diagram Bottom: Jajimi Junior High School plan diagram.

No interior walls Teaching in groups School as one space

1 WALDORF Waldorf education, also known as Steiner Education, is based on the anthroposophical ideas of Rudolf Steiner. According to his ideals, learning is conceptual and interdisciplinary, and for that reason Waldorf education emphasizes imagination. This educational approach is also controversial, since students are not taught some basic skills, such as reading and computer skills as early as they would be elsewhere. It also has a very strong presence of spirituality, with the presence of many different religious traditions at the school. Another unique aspect is that the students are categorized according to four temperaments, and tries to balance them. Throughout the school, learning is artistic and experimental, as well as sensory-based. A teacher would stay with the same class of students for a number of years, increasing personal commitment. In terms of space, there is a heavy emphasis on space personalization by the students and the community. It uses the combination of traditional classroom and specialized classroom approach. Top: Classroom of a Waldorf School Bottom: Waldorf Shining School

Artistic focus Spirituality Sensory education Importance of ceremony

2 REGGIO EMILIA DIANA MUNICIPAL SCHOOL The Reggio Emilia Approach is a philosophy that is focused Loris Malaguzzi primarily on preschool and primary education. It was started by Built 1960s Loris Malaguzzi in Italy after WWII. It is based on the thought that especially in the early years, children need to form who they are as The school is based on the principle of fl exibility of individuals. This philosophy heavily emphasizes the importance of space, where there are glazed screens blocking off areas of the parent, who might often come to school. Children are viewed as space that allow them to read as one. The thought is that a collective responsibility, not simply belonging to a specifi c family. children would dictate how to use those spaces. In this approach, the teacher is a facilitator to education, The piazza is central to the building. It acts as a planning activities that would interest the child, but the teacher sort of pinwheel, with the classrooms located around it. It is also a co-collaborator and actively participates in the activities is largely an open space without defi ned function, but with with the children. The children stay with the same teacher for three delineated areas in it. With the two courtyards framing the years. piazza, it acts as an indoor/outdoor space, with nature The environment is seen as very important to the approach, penetrating the building. focusing on integration of the classroom with the rest of the school, The classroom, or atelier, spaces are laid out as as well as the school with the community to exemplify the studios, rather than the traditional teacher focused approach. relationship that the approach hopes to create. Classrooms are often open to a central piazza, and classrooms are usually connected to the surrounding community through fl oor to ceiling windows and courtyards, as well as access outside from every classroom. The classroom is organized with a large central atelier and a smaller one, to designate small and large group activities.

For very young children Teacher participation in activities Community based approach Classrooms around piazza

3 For very young children Teacher participation in activities Community based approach Classrooms around piazza

Classroom Spaces Relationship to Piazza

Space Overlap Classroom Components 4 MONTESSORI DELFT MONTESSORI SCHOOL Maria Montessori, who created the “Montessori Method of Herman Hertzberger Education” based this approach on her observations of children’s Built 1966-1981 behavior. She started working with mentally handicapped children in her “Children’s House”, and upon seeing the success in her The school was built in three stages, starting with methods, expanded the system to apply to “normal” children as only six classrooms and space for circulation and non- well. Her approach to education focuses on the child, specifi cally programmed activities. The six classrooms are arranged tailoring activities that promote physical, as well as social growth. along a hall, with two classrooms on the front, and four It is based on self-directed learning, and for that reason, the whole opening out to the back garden area. The L-shaped environment including the classroom and materials, have to be classrooms are diagonally staggered, which allows for an appropriate. Having engaging activity areas is key so that the child articulated zone for the entrance of each. The windows are can experience the joy of learning. all placed at child size. The central hall, also the common As Montessori grew up with a strict teacher-student room, has a variety of small spaces that allow for relationship, with dictating being key, her approach is reversed, individual and group activities. where the teacher is only there to facilitate the learning and provide The L-shaped classroom establishes two different the necessary materials. For this reason, the teachers are specifi - zones for activities, with the main area for focused work cally trained in the method for the specifi c age group, either 3-6, that has high ceilings, and an alcove for projects and small 6-9, or 9-12, as all children are placed in one of the three-year age group activities, which is lower than the rest of the spans. The older children teach the younger, creating a sense of classroom and has low ceilings for spatial separation. community. Outside, the play area is paved, and the entrance is framed Usually, the Montessori classrooms are designed with the by low walls also used for sitting. The courtyard faces the child in mind, including furniture at the child’s level, which is one community to encourage participation. of the main features. Another feature is that children are able to move around the classroom, rather than staying at an assigned desk.

3 year age range Individualized learning Hands-on approach Teacher as facilitator Child-sized environment

5 SS S

3 year age range Individualized learning Hands-on approach Teacher as facilitator Child-sized environment

6 TORPPARINMAEN SCHOOL

Kaupunki, Helsinki, Finland Architects: Seppo Hakli, 1999 1st-9th grade; 410 students The school is a comprehensive school that provides general education for students of a wide age range. The school building is a learning centre, activity center, and cultural center for people in the community. It encompasses a school, youth club and adult club in one. The driving ideas of the building are openness and transparency, as well as a sense of community achieved through these. The main building is a fl exible learning centre, while the basic design is centered around the Agora. This is the central space in the building physically, as well as the activity hub. It is a two-story atrium space that functions as a lunch room and assembly hall, as well as for community events. The classrooms and labs surround this central space, with glass used as a barrier between them and the wide corridor preceding the agora, to allow for a visual connection. The architecture of the school proudly displays structure as a design element. The building is made of reinforced concrete with an exterior wood fi nish.

Classrooms Circulation Multipurpose Room

Torpparinmaen School. Schools for the Future: design proposals from 7 architectural psychology. Cambridge: Hogrefe & Huber Publishers, 2009. Classrooms Circling the Agora

Light Penetration

Images: Interiors of Specialized and Regular Classrooms. Photographs. http://www.arkhakli.fi /koulutus/_torpparinmaen/torpparinmaen.htm. 8 Space Created in the Neighborhood

Public space in front of the school blocked from the traffi c by a bicycle rack. Torpparinmaen School. Photograph. http://www.arkhakli.fi /koulutus/_torpparinmaen/torpparinmaen.htm.

Circulation Types Separation from Residential Creation of Public Space

There are two separate types of circulation The school creates its own zone, separating The line of bushes on one side creates a space around the building - vehicular traffic on two itself from the residential district throught the between the school and the residential, and the sides, and pedestrian on the other two. This usage of greenery (mainly trees), and a bicycle corner is completed with the transparent allows the school to be a little more open on rack/bench wall, giving it a distinct school bicycle rack structure that separates the space 9 the residential side. yard without the use of fencing. from traffic and allows visual transparency. Top: Torpparinmaen School. Schools for the Future: design proposals from architectural psychology. Cambridge: Hogrefe & Huber Publishers, 2009. Right: Torpparinmaen School. Photograph. http://www.arkhakli.fi /koulutus/_torpparinmaen/torpparinmaen.htm.

Relationship to Courtyard Public Invades the Pure Form of the School

The open corner of the school creates a connection to the exterior plaza, while the continuous structure allows the building to read as one uninterrupted whole. 10 The design of the school is such that the community is able to use some of its resources, like the gymnasium and the laborato- ries throughout the day, including when school is in session. Also, specifi c rooms, such as the science, art, craft, home science, and music rooms, are outfi tted to accomodate community usage, rather than providing basic facilities necessary.

Concrete Exterior vs.Open Glass Interior

Circulation Space

Image: Torpparinmaen School Agora. Photograph. 11 http://www.arkhakli.fi /koulutus/_torpparinmaen/torpparinmaen.htm. Spaces Allowing Community Use

Communal Gathering Spaces Images: Top: Torpparinmaen School Agora at Lunchtime. Photograph. http://www.hel.fi /hki/torppk/fi /In+English Bottom: Hallway Between Classrooms and the Agora. Photograph. http://www.arkhakli.fi /koulutus/_torpparinmaen/torpparinmaen.htm. 12 L. B. LANDRY HIGH SCHOOL New Orleans, Louisiana Eskew + Dumez + Ripple, 2010 900 students The school was part of a post-‘Katrina’ quick construction program, as an effort to replace the damaged schools in the area. It had to be designed in 6 months and built in 20 months. The design of the school establishes ‘houses’ for each grade level, located in one of the two academic classroom wings of the building. The positioning of these wings creates a central courtyard that is essential as the outdoor gathering space. The courtyard is centered on an old tree that existed from the previous school. There is a health clinic and a media center/library on the fi rst fl oor of the building that is considered community resources, which is designed to provide access to the public outside of regular school hours. Also included in the design are a 1000 seat gymnasium, along with a smaller 250 seat gymnasium, as well as a 650 seat auditorium.

13 14 Specialized Classrooms Double Height Spaces Program Support Spaces Classrooms Circulation Individualized Work Areas

Administration Cafeteria Exterior Public Interior Health Clinic Media Center Exterior Covered Private Interior 15 Public vs. Private

Public Private (School) 16

PART VI - SCHOOL AND COMMUNITY CENTER PROGRAM

School Program 1 Space Confi guration Desirability 2 Additional Program of Community Center 3 Possibility of Multipurpose Space 4 School Program Adjacencies 5 Temporal Relationships 6 Neighborhood Creation Goals 7 School and Community Program Interaction 9 Optimal Program Orientation 10 Program-Site Fit 11 Programatic Confi gurations 13 SCHOOL PROGRAM (GRADES 1-9)

Classrooms (1 per 25 students) (18) 900-950 sq ft each Art Rooms (2) 1000-1200 sq ft each Library 1200-1800 sq ft Arts and Crafts 1100-1400 sq ft Storage 200-250 sq ft Arts Storage 400-500 sq ft Auditorium (50% enrol. = 225 min) 1800-2200 sq ft (8/p) Wood Shop 1500 sq ft Stage 1200-1800 sq ft Metal Shop 1600 sq ft Lobby 1500-2000 sq ft Shops Storage 1000 sq ft Gymnasium (Full Size) 5600-7000 Chorus Room 1400 sq ft Storage 800-900 sq ft Band Room 1500 sq ft Corrective Room 600-900 sq ft Storage 700-800 sq ft Coach Offi ce 250-300 sq ft Practice Rooms (4) 100 sq ft each Lobby 800-1000 sq ft Homemaking - Clothes 900-1000 sq ft Cafeteria (33% enrol. = 150) 1800-2400 sq ft (12-15/p) Homemaking - Food 1000-1200 sq ft Kitchen 700 sq ft Combined Storage 100-150 sq ft Food Storage 225 sq ft Guidance Center 700-900 sq ft Serving Area 900-1400 sq ft Computer Room/Stations 1000-1200 sq ft Principal’s Offi ce 400-450 sq ft Student Activity Room 450-600 sq ft Health Suite 500-550 sq ft Teachers Workroom/Lounge (2) 500-600 sq ft each Total 52100-60575 sq ft Maintenance Circulation/Mechanical (20%) 10420-12115 sq ft Custodial Space 500-550 sq ft Approximate Total 62520-72690 sq ft Outdoor Equipment Storage 400 sq ft (5808-6753 sq m) Central Storage 800 sq ft Outdoor Book Storage 80-100 sq ft Stadium (280’x110’) 30800 sq ft Recieving 800 sq ft Playgrounds 3000 sq ft 1 Parking SPACE CONFIGURATION DESIRABILITY Exterior Entrance Use Afterschool Use Community Direct Sunlight Frontality Relationship to SportsOutdoor No Natural Light Multipurpose Potential Classrooms

Library

Auditorium

Gymnasium

Cafeteria

Art Center

Wood/Metal Shops

Music Center

Homemaking Center

Student Activity Center

Health Suite

Teacher’s Lounge/Workrooms

Office/Administration

Computer Room

Guidance Center

Maintenance 2 ADDITIONAL PROGRAM of COMMUNITY CENTER

Benifi cial Program to Include in a Community Center Separate Spaces Required Technogy Lab Notarium Town Meeting Rooms Pool (75’x56’) 4200 sq ft Banquet Hall Lobby 800-1200 sq ft Job/Counceling Services Locker Rooms Sports Leagues/Recreation Areas Child Care Center 10000 sq ft Community Kitchen Meeting Rooms (2-3) 900 sq ft each Community Library Art Gallery 500-1000 sq ft Bookstore Senior Center Movie Theatre Banquet Hall Health Center Community Garden 1000-2000 sq ft Art Lessons/Space Ice Skating Rink Adult Education Programs Public Facilities Cooking Classes Picnic Spaces Fitness Facilities Communal Kitchen Home Improvement Equipment Resource Center Ice Rink/Rollerblading Rink Community Garden Swimming Pool Child Care Senior Citizens Center Art Gallery Picnic Areas 3 Outdoor Activities POSSIBILITY OF MULTIPURPOSE SPACE Art Gallery Notarium Center Child Care Senior Center Health Center RinkIce Meeting Rooms Banquet Hall Job/Counciling Sports Leagues KitchenCommunity Library Book Store Theatre Movie Art Lessons Education Adult Cooking Classes Centre Fitness Areas Picnic Technology Lab Technology House Projects Resource Center Resource Garden Community

Classrooms

Library

Auditorium

Gymnasium

Cafeteria

Art Center

Wood/Metal Shops

Homemaking Center

Student Activity Center

Health Suite

Computer Room

Guidance Center

4 SCHOOL PROGRAM ADJACENCIES Art Gallery Notarium Center Child Care Senior Center Stadium Playgrounds Park/Forest RinkIce Garden Community Classrooms Library Auditorium Gymnasium Cafeteria Art Center Shops Wood/Metal Music Center Homemaking Student Activity Health Suite Lounge Teachers Office/Admin Room Computer Center Guidance Maintenance Classrooms

Library

Auditorium

Gymnasium

Cafeteria

Art Center

Wood/Metal Shops

Music Center

Homemaking Center

Student Activity Center

Health Suite

Teacher’s Lounge

Office/Administration

Computer Room

Guidance Center Stadium Maintenance Playgrounds

Park/Forest

Ice Rink

Community Garden

Notarium

Child Care Center

Senior Center 5 Art Gallery TEMPORAL RELATIONSHIPS Art Gallery Notarium Center Child Care Senior Center Stadium Playgrounds Park/Forest RinkIce Garden Community Classrooms Library Auditorium Gymnasium Cafeteria Art Center Shops Wood/Metal Music Center Homemaking Student Activity Health Suite Lounge Teachers Office/Admin Room Computer Center Guidance Maintenance Morning (6am-12pm)

Afternoon (12pm-3pm)

Day (3pm-6pm)

Evening (6pm-9pm)

Night (9pm-2am)

Monday-Friday

Saturday

Sunday

Spring

Summer

Fall

Winter

School Use Community Use 6 NEIGHBORHOOD ORGANIZATION

7 CREATION OF A LARGER COMMUNITY

Central focus of activity

Newly reactivated zone

8 SCHOOL AND COMMUNITY PROGRAM INTERACTION

Community as Central

School as Central

Common Central Area

Campus Buildings

9 School Specific Program Community Center Specific Program OPTIMAL PROGRAM ORIENTATION Forest Forest Park Ice Rink Playgrounds Classrooms Classrooms Classrooms Classrooms Classrooms Art Center Senior CenterChild Care Center Homemaking Cafeteria

Office/Administration Guidance Center Maintenance GymnasiumStadium LibraryMusic Center AuditoriumHealth Suite Wood Shop Notarium Art GalleryComputer Center

Student Activity Residential Classrooms Teachers Lounge Classrooms Classrooms Classrooms Classrooms Community Garden Integral 10 PROGRAM-SITE FIT

1 floor Traditional School Program (6400 sq m)

Community Center Addition 1 floor (2230 sq m)

Ice Rink 1 floor (2885sq m)

1 floor Stadium and Play (3710sq m)

СШ №97 - 3 story building 30 m 25 m 20 m Grade 1-11 15 m 10 m 737 enrollment 5 m

2 floor (2230 sq m)

2 floor 1 floor (6400 sq m) (2885sq m) 1 floor 13 x 40m (520) (3710sq m) 13 x 60m 13 x 75m (780) (975) 13 x 55m (715)

13 x 37m (480)

3470 sq m footprint (approximately 10410 sq m total)

11 PROGRAM-SITE FIT

1 floor 3 floor (3710sq m) 1 floor (3710sq m) 3 floor 1 floor 1 floor (2885sq m) 2 floor 3 floor (2885sq m) (2230 sq m) (6400 sq m)

2 floor

1 floor (3710sq m) 1 floor (3710sq m) 1 floor 2 floor 2 floor (2885sq m) 1 floor (2885sq m)

2 floor

12 PROGRAMATIC CONFIGURATIONS

13 Classrooms

Library Auditorium

Pool/ Gym

Cafeteria Arts & Crafts Wood Shop

Art Centre Public Amenities Chorus/Band Offices Fitness Instruction Music Centre Outdoor Home Ec. Guidance Center Computer Room Student Activity Administration Health Playgrounds Garden Childcare

Gallery Senior Center

Stadium

Pool Art Centre Public Amenities Offices Fitness Instruction Music Centre Outdoor

14 BIBLIOGRAPHY

Books

BURKE, C and I. Grosvernor. School. London: 2008.

CASTALDI, Basil. Educational Facilities: Planning, Modernization, and Management, 4th ed. Boston: Allyn and Bacon, 1994.

CHARQUES, R.D. Soviet Education: some aspects of cultural revolution. London: Hogarth Press, 1932.

FILLIPPOV, F. R. Vseobshchee Srednee Obrazovanie v SSSR [Universal Secondary Education in the USSR]. Moscow: Izdatel'stvo 'Mysl' 1976.

GERELUK, Dianne. Education and Community. London, New York: Continuum, 2006.

GROSS, Ronald, and Judith Murphy. Educational Change and Architectural Consequences. New York: Educational Facilities Laboratories, 1968.

HAYES, William. The Progressive Education Movement: Is It Still a Factor in Today's Schools?. Lanham, Md: Rowman & Littlefield Education, 2006.

HIEMSTRA, Roger. The Educative Community; Linking the Community, School, and Family. Lincoln, NE, Neb: Professional Educators Publications, Inc., 1972.

KOWALSKI, Theodore J. Planning and Managing School Facilities. New York: Greenwood Press, Inc., 1989.

LEU, Donald J. Planning Educational Facilities. New York: The Center for Applied Research in Education, Inc. 1965.

LONG, Delbert and Roberta Long. Education in the USSR. Bloomington, IN: Phi Delta Kappa Educational Foundation, 1980.

MARCHENKO, I. E. Kul'turnoe Stroitel'stvo v Belorusskoi SSR [Cultural Development in the Belorussian SSR]. Minsk: Science Academy of the Belorussian SSR History Institute 'Nauka i Technika' 1979.

MEEK, Anne. Designing places for learning. Alexandria, VA: Association for Supervision and Curriculum Development Council of Educational Facility Planners, International, 1995. MINZEY, Jack D., and Clyde E. LeTarte. Reforming Public Schools Through Community Education. Dubuque, IO: Kendall/Hunt Publishing, 1994.

MUCKLE, James. A Guide to the Soviet Curriculum: What the Russian Child is Taught in School. New York: Croom Helm in ass. with Methuen, Inc., 1988.

RINGER, Jr. , Joseph. School Community Centers: Guidelines for Interagency Planners. Charlottesville, VA: Mid-Atlantic Center for Community Education UVA, 1995.

WALDEN, Rotraut. Schools for the Future: design proposals from architectural psychology. Cambridge: Hogrefe & Huber Publishers, 2009.

WEBBER, Stephen L. School, Reform and Society in the New Russia. New York: St. Martin's Press Inc., 2000.

Internet Sources

"Belarus : Country Studies - Federal Research Division, Library of Congress." American Memory from the Library of Congress. Last modified July 27, 2010. Accessed September 20, 2012. http://lcweb2.loc.gov/frd/cs/bytoc.html.

Bjornholt, Margunn. "The Spatial Dimension of Waldorf Education." Accessed December 5, 2012. http:// norense.net/projects/Bjornolt.pdf.

Chernatov, Vyacheslav. "Ⱥɪɯɢɬɟɤɬɭɪɚ ɲɤɨɥɶɧɵɯ ɡɞɚɧɢɣ: ɂɡ ɬɜɨɪɱɟɫɤɨɝɨ ɧɚɫɥɟɞɢɹ ɚɪɯɢɬɟɤɬɨɪɚ Ƚɟɪɚɫɢɦɚ əɤɭɲɤɨ [Architecture of School Buildings: from the sight of architect Gerasim Yakushko]." Ⱥɪɯɢɬɟɤɬɭɪɚ ɢ ɫɬɪɨɢɬɟɥɶɫɬɜɨ [Architecture and Building]. Last modified 2009. Accessed September 22, 2012. http://ais.by/story/1792.

Cuban, Larry. "The Open Classroom." EducationNext 4, no. 2 (2004): Accessed December 5, 2012. http://educationnext.org/theopenclassroom/.

Darriuss. "Ɋɚɣɨɧɵ, ɤɜɚɪɬɚɥɵ: ɢɫɬɨɪɢɹ ɦɢɧɫɤɨɣ Ʉɭɪɚɫɨɜɳɢɧɵ [Regions, Quadrants: the History of Minsk Kurasovshina]." onliner.by. Last modified August 4, 2012. Accessed October 15, 2012. http://realt.onliner.by/2012/08/04/darriuss-20/.

Government committee for property in Republic of Belarus, geographical sector. "Ʉɚɪɬɚ Ɇɢɧɫɤɚ." Interfax.by Ʉɚɪɬɵ. Accessed September 14, 2012. http://maps.interfax.by/minsk#.

Hille, Thomas R. "Hertzberger in Delft." Architecture Week no. 572 (2011): C2.2. Accessed December 5, 2012. http://www.architectureweek.com/2011/0406/culture_2- 2.html.

Ivchenko, Natalia. "ɂɫɬɨɪɢɱɟɫɤɢɣ ɰɟɧɬɪ Ɇɢɧɫɤɚ ɩɟɪɟɠɢɜɚɟɬ ɪɟɧɟɫɫɚɧɫ [Historical Center of Minsk lives through reinassance]." Ȼɟɥɫɬɪɨɣɰɟɧɬɪ. Last modified 2012. Accessed November 25, 2012. http://www.bsc.by/story/istoricheskiy-centr-minska-perezhivaet-renessans.

"JSC "INTEGRAL"." Integral. Accessed October 20, 2012. http://www.integral.by/eng/.

Lazovskaya, Natalia. "Ⱥɪɯɢɬɟɤɬɭɪɚ ɲɤɨɥɶɧɵɯ ɡɞɚɧɢɣ ɜ ɫɬɭɞɟɧɱɟɫɤɢɯ ɩɪɨɟɤɬɚɯ [Architecture of school buildings in student projects]." Ⱥɪɯɢɬɟɤɬɭɪɚ ɢ ɫɬɪɨɢɬɟɥɶɫɬɜɨ [Architecture and Construction]. Last modified 2009. Accessed October 8, 2012. http://ais.by/story/1772.

Lebedeva, Veronika. "ɋɬɪɨɢɬɟɥɶɫɬɜɨ ɷɤɫɩɟɪɢɦɟɧɬɚɥɶɧɨɣ ɲɤɨɥɵ ɫ ɭɥɭɱɲɟɧɧɨɣ ɩɥɚɧɢɪɨɜɤɨɣ ɩɥɚɧɢɪɭɟɬɫɹ ɧɚɱɚɬɶ ɜ 2012 ɝɨɞɭ ɜ Ɇɢɧɫɤɟ [Building of an experimental school with improved planning is scheduled to begin in 2012 in Minsk]." ɇɟɞɜɢɠɢɦɨɫɬɶ ɢ ɫɬɪɨɢɬɟɥɶɫɬɜɨ ɜ Ȼɟɥɚɪɭɫɢ [Real Estate and Construction in Belarus]. Accessed October 8, 2012. http://www.nest.by/news/2011-07-14/stroitelstvo-eksperimentalnoi-shkoly-s-uluchshennoi-planirovkoi-planiruetsya-nachat-

Lutomski, Nikolai V. "Ⱥɪɯɢɬɟɤɬɭɪɚ ɲɤɨɥɶɧɵɯ ɡɞɚɧɢɣ ɞɨɥɠɧɚ ɢɡɛɟɝɚɬɶ ɫɬɚɧɞɚɪɬɚ – Ʌɸɬɨɦɫɤɢɣ [The Architecture of school buildings needs to break away from standard - Lutomski]." ɊɂȺ ɇɈȼɈɋɌɂ [Ria News]. Last modified February 26, 2010. Accessed September 26, 2012. http://ria.ru/edu_analysis/20100226/210967090.html.

Mazanik, Alexandra, and Euginea Agranovich-Ponomareva. "Cɪɟɞɚ ɞɥɹ ɞɟɬɟɣ: ɩɪɨɟɤɬɵ ɢ ɪɟɚɥɶɧɨɫɬɶ [Environment for children: projects and reality]." Ⱥɪɯɢɬɟɤɬɭɪɚ ɢ ɫɬɪɨɢɬɟɥɶɫɬɜɨ [Architecture and Building]. Last modified December 27, 2004. Accessed October 9, 2012. http://ais.by/story/348.

Nature's Classroom Institute. "What is Montessori School." Nature's Classroom Montessori School. Accessed December 5, 2012. http://www.nciw.org/whatismontessori.htm.

"L.B. Landry High School/ Eskew+Dumez+Ripple." ArchDaily, January 11, 2011. Accessed December 8, 2012. http://www.archdaily.com/103063.

Loh, Andrew. "Reggio Emilia." Brainy-Child. Last modified December, 2006. http://www.brainy-child.com/article/reggioemilia.shtml.

Quirk, Vanessa. "Community-Oriented Architecture in Schools: How 'Extroverted' Design Can Impact Learning and Change the World." Last modified March 5, 2012. Accessed December 6, 2012. http://www.archdaily.com/213438/.

Sagarin, Stephen. "What is Waldorf Education?." Accessed December 5, 2012. http://southerncrossreview.org/68/sagarin-waldorf.htm.

Severenchuk, Anna. "ɉɪɨɲɥɨɟ ɲɤɨɥɶɧɵɯ ɡɞɚɧɢɣ: ɬɢɩɨɜɵɟ ɩɪɨɟɤɬɵ [The past of school buildings: typological projects]." "ɉɪɨɟɤɬɵ" ɩɨɪɬɚɥ Ɏɨɪɦɚ. Last modified 2009. Accessed October 8, 2012. http://www.forma.spb.ru/Arch_project/project-history.shtml.

Severenchuk, Anna. "Ɂɞɚɧɢɟ ɲɤɨɥɵ: ɩɪɨɲɥɨɟ ɢ ɧɚɫɬɨɹɳɟɟ [The School Building: past and present]." "ɉɪɨɟɤɬɵ" ɩɨɪɬɚɥ Ɏɨɪɦɚ. Last modified 2009. Accessed October 8, 2012. http://www.forma.spb.ru/Arch_project/project-school.shtml.

Vlasenko, Petro. "Ɍɨɩɨɝɪɚɮɢɱɟɫɤɢɟ ɤɚɪɬɵ Ȼɟɥɚɪɭɫɢ 1:100000 [Topographical maps of Belarus]." Ɍɨɩɨɝɪɚɮɢɱɟɫɤɢɟ ɤɚɪɬɵ Ȼɟɥɚɪɭɫɢ/Petro Vlasenko. Last modified 2005. Accessed October 10, 2012. http://maps.vlasenko.net/belarus/map1k-by.html.

ȻɟɥɚɉȺɇ. "ɉɹɬɚɹ ɱɚɫɬɶ ɧɚɫɟɥɟɧɢɹ Ȼɟɥɚɪɭɫɢ ɩɪɨɠɢɜɚɟɬ ɜ Ɇɢɧɫɤɟ [A fifth of the population of Belarus resides in Minsk]." Naviny.by - ȻɟɥɚɉȺɇ. Last modified July 7, 2012. Accessed September 20, 2012. http://naviny.by/rubrics/society/2012/07/07/ic_news_116_396863/.

"Ƚɟɧɟɪɚɥɶɧɵɣ ɩɥɚɧ ɝɨɪɨɞɚ Ɇɢɧɫɤɚ - ɩɥɚɧ ɮɭɧɤɰɢɨɧɚɥɶɧɨɝɨ ɡɨɧɢɪɨɜɚɧɢɹ [General plan of the city of Minsk: plan of functional zoning]." Ɇɢɧɫɤɢɣ ɝɨɪɨɞɫɤɨɣ ɢɫɩɨɥɧɢɬɟɥɶɧɵɣ ɤɨɦɢɬɟɬ [Minsk City Executive Committee]. Accessed September 16, 2012. http://minsk.gov.by/share/2010/04/08/data/20100520.gp.jpg.

"Ɇɢɧɢɫɬɟɪɫɬɜɨ ɨɛɪɚɡɨɜɚɧɢɹ Ɋɟɫɩɭɛɥɢɤɢ Ȼɟɥɚɪɭɫɶ." Ɇɢɧɢɫɬɟɪɫɬɜɨ ɨɛɪɚɡɨɜɚɧɢɹ Ɋɟɫɩɭɛɥɢɤɢ Ȼɟɥɚɪɭɫɶ [Ministry of Education of the Republic of Belarus]. Accessed September 22, 2012. http://edu.gov.by/ru/main.aspx?guid=18221.

"ɇɚɫɬɚʆɧɿɰɤɚɹ ɝɚɡɟɬɚ [Newspaper of Education]." ɍɫɬɚɧɨɜɚ "Ɋɷɞɚɤɰɵɹ ɝɚɡɟɬɵ "ɇɚɫɬɚʆɧɿɰɤɚɹ ɝɚɡɟɬɚ". Accessed September 12, 2012. http://nastgaz.by/.

"Ɋɚɣɨɧɵ, ɤɜɚɪɬɚɥɵ. ɋɥɟɩɹɧɫɤɚɹ ɜɨɞɧɚɹ ɫɢɫɬɟɦɚ: ɬɪɢɭɦɮ ɫɨɜɟɬɫɤɢɯ ɚɪɯɢɬɟɤɬɨɪɨɜ [Regions, quadrants. Slepyanskaya Water System: triumph of soviet architects]." Ⱥɪɯɢɬɟɤɬɭɪɚ onliner.by. Last modified September 8, 2012. Accessed October 10, 2012. http://realt.onliner.by/2012/09/08/darriuss-23/. IMAGE CREDITS

"Ɋɟɤɨɦɟɧɞɚɰɢɢ ɩɨ ɩɪɨɟɤɬɢɪɨɜɚɧɢɸ ɧɨɜɨɝɨ ɩɨɤɨɥɟɧɢɹ ɛɥɨɤɨɜ-ɩɪɢɫɬɪɨɟɤ ɤ ɫɭɳɟɫɬɜɭɸɳɢɦ ɡɞɚɧɢɹɦ ɨɛɳɟɨɛɪɚɡɨɜɚɬɟɥɶɧɵɯ ɲɤɨɥ [Recomendations in planning a new generation of additional blocks to existing buildigns of general education schools]." RST catalogue of information. Last modified 2004. Accessed October 8, 2012. http://norm-load.ru/SNiP/Data1/43/43609/index.htm.

"ɋɬɚɞɢɨɧ «Ɉɪɛɢɬɚ» ɧɚ ɭɥɢɰɟ Ʉɨɪɠɟɧɟɜɫɤɨɝɨ ɩɥɚɧɢɪɭɸɬ ɨɛɧɨɜɢɬɶ ɤ ɨɫɟɧɢ 2013 ɝɨɞɚ [Stadium Orbita on Street Korzhenevskogo is Planned for Reconstruction by Fall 2013]." onliner.by. http://realt.onliner.by/2012/10/18/orbita.

"ɋɬɚɬɢɫɬɢɱɟɫɤɢɟ ɞɚɧɧɵɟ ɨ ɫɨɰɢɚɥɶɧɨ-ɷɤɨɧɨɦɢɱɟɫɤɨɦ ɪɚɡɜɢɬɢɢ [Statistical data of socio-economic development of cities and regions]." ɇɚɰɢɨɧɚɥɶɧɵɣ ɫɬɚɬɢɫɬɢɱɟɫɤɢɣ ɤɨɦɢɬɟɬ Ɋɟɫɩɭɛɥɢɤɢ Ȼɟɥɚɪɭɫɶ [National statistical committee of the Republic of Belarus]. Last modified 2012. Accessed September 24, 2012. http://belstat.gov.by/homep/ru/indicators/regions_current_data/volume2.php.

"ɒɤɨɥɵ ɜ ɉɟɪɜɨɦɚɣɫɤɨɦ ɪɚɣɨɧɟ, Ɇɢɧɫɤ [Schools in Pervomaiski Region, Minsk]." Ato.by Ʉɚɪɬɚ Ɇɢɧɫɤɚ [Map of Minsk]. Accessed October 8, 2012. http://ato.by/zdist/shkola/pervomayskiy.

Image Credits

I. Education System pg.9 Vospitanie of Children at School. Family and I. JPG, http://7yaiya.ru/wp-content/uploads/2011/09/vospitanie-detey-v-shkole3.jpg pg.10 First September. JPEG, http://globalholiday.ru/images/first-september/first_september2.jpeg School #97 Celebration. http://sch97.minsk.edu.by/main.aspx?guid=12633 September 1. JPG, http://www.sao-683.ru/images/stories/Denq_rowdeniq_skoly__6831.jpg First Day of School. JPG, http://www.kamenka36.ru/images/news/2012-09/12-09-01.jpg

II. Minsk, Belarus pg. 1 Map of Belarus. JPG, http://www.topnews.in/files/Belarus-Map.jpg pg. 11 General Plan of the City of Minsk - Functional Zoning Plan. JPG, http://minsk.gov.by/share/2010/04/08/data/20100520.gp.jpg pg. 12 St. Joseph's church. JPG, http://img.ashkimsin.ru/forums/monthly_05_2010/user159/post56111_img1_1.jpg Gorki Park Minsk. JPG, http://upload.wikimedia.org/wikipedia/commons/e/e1/Gorki_park%2C_Minsk14.JPG?uselang=ru Zelenko, Hanna. Minsk EXPO Exhibition Complex. JPG, http://commons.wikimedia.org/wiki/File:Belarus-Minsk-Minsk-EXPO_Exhibition_Complex- 1.jpg?uselang=ru Petropavlovskaya Church. http://www.turinfo.ru/images/content/1_501b2478e55638438d908320eb4cefcf.jpg Jesuit Complex. http://www.ekskursii.by/index.php?exkursobj=1298 Holy Spirit Cathedral. http://img-fotki.yandex.ru/get/4427/45818317.18/0_7a74a_d341bcba_XL pg. 13 Zelenko, Hanna. Belarus, Minsk Academy of Science. JPG, http://en.wikipedia.org/wiki/File:Belarus-Minsk-Academy_of_Sciences-2.jpg Belarus, Minsk BNTU. JPG, http://belgium.mfa.gov.by/img/3292/250px-belarus-minsk-bntu-2_0x0_mc.jpg Memorial to B. S. Okrestin. JPG, http://content.onliner.by/news/realt/2012/05/onliner_komarovka_73.jpg Women. http://www.karta-minska.nemiga.info/foto-minska/women-10-10.jpg Central Library of Yakub Kolos. GIF, http://upload.wikimedia.org/wikipedia/commons/3/3b/CSL_BY.gif Memorial to Yakub Kolos. JPG, http://3.bp.blogspot.com/_vS_yVEqTxsE/S_QuBqQOekI/AAAAAAAAAV8/rVktAMTtQEg/s1600/16052010369.jpg pg. 14 Zelenko, Hanna. Film Studio 'Belarusfilm'. JPG, http://commons.wikimedia.org/wiki/File:Belarus-Minsk-Belarusfilm.jpg?uselang=ru Zelenko, Hanna. Children's Railroad. JPG, http://commons.wikimedia.org/wiki/File:Belarus-Minsk-Children_Railroad-4.jpg?uselang=ru High Technology Park. JPG, http://img.news.open.by/upload/iblock/9fe/__tumblr_.jpg National Library of Minsk. JPG, http://www.zdes.com.ua/wp-content/gallery/22-11-2012/national_library_minsk_2.jpg Zelenko, Hanna. East-1 Residential Area. JPG, http://commons.wikimedia.org/wiki/File:Belarus-Minsk-East-1_Residential_Area- 2.jpg?uselang=ru pg. 15 Groholsky, D. Slepianskaia Water System. JPG, http://commons.wikimedia.org/wiki/File:Slepianskaia_water_system.JPG?uselang=ru Redline Bus. JPG, http://commons.wikimedia.org/wiki/File:AKCM-420_in_Minsk_-_04.jpg?uselang=ru MTZ Building. JPG, http://yzto-avto.ru/useruploads/images/mtz_dom.jpg MTZ Tractor Statue. JPG, http://www.minsk-digitals.narod.ru/mtz/hhmtz01.jpg Statue of Gor'ki. JPG, http://www.spbcentre.ru/i2/6.jpg pg. 16 MAZ Buses. JPG, http://commons.wikimedia.org/wiki/File:MAZ-203_and_MAZ-206.JPG?uselang=ru Zedlik. Panorama of Partizanski Ave. JPG, http://commons.wikimedia.org/wiki/File:Partyzanski_praspekt_(Miensk).jpg?uselang=ru Henriksson, Hakan. Entrance to Minsk Zoo. JPG, http://en.wikipedia.org/wiki/File:Minsk-zoo-2009.jpg pg. 17 Zelenko, Hanna. Yanka Kupala National Academic Theatre. JPG, http://commons.wikimedia.org/wiki/File:Belarus-Minsk- Yanka_Kupala_National_Academic_Theatre.jpg?uselang=ru Gruszecki. Belarusian National Art Museum. JPG, http://commons.wikimedia.org/wiki/File:%D0%A5%D1%83%D0%B4_ %D0%BC%D1%83%D0%B7%D0%B5%D0%B9_%D0%A0%D0%91.jpg?uselang=ru Gruszecki. House of teh Officers. JPG, http://commons.wikimedia.org/wiki/File:%D0%94%D0%BE%D0%BC_%D0%BE%D1%84%D0 %B8%D1%86%D0%B5%D1%80%D0%BE%D0%B2,_%D0%9C%D0%B8%D0%BD%D1%81%D0%BA.JPG?uselang=ru Zelenko, Hanna. Manor of Lubanski family in Loshytska. JPG, http://commons.wikimedia.org/wiki/File:Belarus-Minsk-Loshytsa- Manor_of_Lubanski_Family-2.jpg?uselang=ru Shipilin, Al. Svisloch River. JPG, http://commons.wikimedia.org/wiki/File:Minsk_svisloch.jpg?uselang=ru President's Residence. JPG, http://fotominsk.by/foto/albums/userpics/10002/minsk051031_0007.jpg pg. 18 Meat Processing Factory. JPG, http://www.minskpromstroy.by/upload/big/upfilea6818412e4.jpg Academy of Management. JPG, http://minsknews.by/media/1688810/______.jpg Belarusian Institute of Culture. JPG, http://repo1.maps.interfax.by/img/2011/4/5/142541041517.jpg?w=900&h=600&q=80 Stadium Lokomotiv. JPG, http://4.bp.blogspot.com/_HP52x6MjJnQ/SxwjXm1T1ZI/AAAAAAAAAuc/zZFMV399LUw/s320/lokomotiv.jpg Zelenko, Hanna. Railway Station Square. http://commons.wikimedia.org/wiki/File:Belarus-Minsk-Railway_Station_Square- 4.jpg?uselang=ru pg. 19 Church of Simon and Helena. http://commons.wikimedia.org/wiki/File:Belarus-Minsk-Church_of_Simon_and_Helena-7-2. Youth Theatre of Belarus. JPG, http://www.websmi.by/wp-content/uploads/2012/07/31.jpg jpg?uselang=ru Zelenko, Hanna. Belarusian State National Theatre. JPG, http://commons.wikimedia.org/wiki/File:Belarus-Minsk-Musical_Theatre- 1.jpg?uselang=ru Savin, A. Maxim Gorky Drama Theatre. JPG, http://commons.wikimedia.org/wiki/File:Minsk_Drama_Theatre.jpg?uselang=ru Government House. JPG, http://www.karta-minska.nemiga.info/foto-minska/dom-pravitelstva-8.jpg Zedlik. Independence Square. JPG, http://commons.wikimedia.org/wiki/File:Miensk_- _Plac_Niezale%C5%BEna%C5%9Bci.jpg?uselang=ru pg. 20 Bondar, Andrey. Houses in South-East part of Prytytski Square. JPG, http://commons.wikimedia.org/wiki/File:Belarus-Minsk-Houses_in_South- East_Part_of_Prytytski_Square.jpg?uselang=ru NPO Center, Minsk. JPG, http://www.minskpromstroy.by/upload/big/upfile3c51773a02.jpg Popular Street in Region. JPG, http://content.onliner.by/news/realt/2012/07/04.jpg Roman. Dinamo-Yuni Stadium. JPG, http://en.wikipedia.org/wiki/File:Dinamo-Yuni.jpg pg. 21 Antonsm. Former Minsk Bernardine Monastery with Church. JPG, http://media.photobucket.com/image/recent/antonsm/minsk_bern2.jpg Minchanin. Typical Rakovskaya Town. http://minchanin.esmasoft.com/walks/rakov/suburb/index.html Historical Center of Minsk. AIS. JPG, http://ais.by/sites/default/files/images/2_2005/b3.jpg Petropavlovskaya Church. http://www.turinfo.ru/images/content/1_501b2478e55638438d908320eb4cefcf.jpg pg. 22 Upper City. JPG, http://www.mikolka.info/images/photos/minsk/simple/minsk45.jpg Church of Saint Spirit. JPG, http://www.minsk.nemiga.info/gorod/svyato-duhov-sobor-8.jpg Appledorn, Paul. Minsk Old Town. http://www.flickr.com/photos/appeldop/5224318587/ Hnilazub, Yuri. Troitskaya Town with City Center. JPG, http://www.timeanddate.com/news/time/countries-cancel-dst.html

III. Oktyabrski District Neighborhood pg. 1 Meat Processing Factory. JPG, http://www.minskpromstroy.by/upload/big/upfilea6818412e4.jpg Academy of Management. JPG, http://minsknews.by/media/1688810/______.jpg Belarusian Institute of Culture. JPG, http://repo1.maps.interfax.by/img/2011/4/5/142541041517.jpg?w=900&h=600&q=80 Zelenko, Hanna. Railway Station Square. http://commons.wikimedia.org/wiki/File:Belarus-Minsk-Railway_Station_Square- 4.jpg?uselang=ru pg. 12 ɋɒ ʋ71, Minsk, Belarus. Personal Photograph. ɋɒ ʋ89, Minsk, Belarus. http://sch89.minsk.edu.by/ ɋɒ ʋ97, Minsk, Belarus. http://sch97.minsk.edu.by/ ɋɒ ʋ62, Minsk, Belarus. http://sch62.minsk.edu.by/ ɋɒ ʋ110, Minsk, Belarus. http://sch110.minsk.edu.by/ pg. 13 Existing Corner Condition. http://maps.yandex.ru/ Darriuss. Original Town Square Proposal. http://realt.onliner.by/2012/08/04/darriuss-20/ pg. 14 Stadium Proposal Renderings. http://realt.onliner.by/2012/10/18/orbita pg. 16 Panorama of Integral Side. Separate images from http://maps.yandex.ru/ pg. 18 Darriuss. Integral Building Complex. http://realt.onliner.by/2012/08/04/darriuss-20/ pg. 19 Boating on the Lake. http://mk.by/2010/07/06/23813/ Chess Tournament. CTV. http://www.ctv.by/ɧɨɜɨɫɬɢ/ɞɟɧɶ-ɧɟɡɚɜɢɫɢɦɨɫɬɢ-ɜ-ɪɟɝɢɨɧɚɯ-ɛɟɥɚɪɭɫɢ - chess tournament Tug-o-war in Park. http://www.belta.by/ru/photonews/i_22630.html - activities at the art-sport celebration Aug.20 2012 Summer Celebration. http://minsknews.by/news/2012/08/17/prazdnik - 'Solnechnaya Dolina' Opening Ceremony. http://extreme.by/snowboard/allnews.html pg. 20 Park Kurasovshina. Personal photographs. pg. 24 Photostich of Site. Separate images from http://maps.yandex.ru/ Site Photos. Personal photographs.

IV. Pedagogies and Case Studies pg. 1 Brubaker, William. Disney School, an early idealized open-plan concept diagram. Schools for the Future: design proposals from architectural psychology. Cambridge: Hogrefe & Huber Publishers, 2009. Atelier Zo. Jajimi Junior High School. JPG, http://www.designshare.com/index.php/projects/tajimi-junior-high/images@3499 pg. 2 Florian, K. Classroom of a Waldorf School. JPG, http://en.wikipedia.org/wiki/File:Waldorf_classroom.JPG Sagarin, Stephen. Waldorf Shining School. JPG, http://southerncrossreview.org/68/sagarin-waldorf.htm pg. 3 The Atelier at the Diana School. JPG, http://myidealearlylearningenvironment.files.wordpress.com/2012/06/atelier_400.jpg pg. 4 Piazza. http://www.imagineschooldesign.org/typo3temp/pics/bb6200f235.jpg Classroom. JPG, http://www.imagineschooldesign.org/typo3temp/pics/dc5a4d9e2c.jpg Plan. JPG, http://www.imagineschooldesign.org/typo3temp/pics/785127de53.jpg pg. 6 Hertzberger, Herman. Delft Montessori School. JPG, http://hertzbergertca.blogspot.com/2009/10/montessori-school-delf.html Hertzberger, Herman. Delft School Plan. GIF, http://www.scotland.gov.uk/Publications/2007/12/14115428/5 Hertzberger, Herman. Classroom Plan. JPG, http://www.architectureweek.com/2011/0406/culture_2-2.html pg. 7 2009. Schools for the Future: design proposals from architectural psychology. Cambridge: Hogrefe & Huber Publishers. Torpparinmaen School. pg. 8 Interiors of Specialized and Regular Classrooms. http://www.arkhakli.fi/koulutus/_torpparinmaen/torpparinmaen.htm. pg.9 Torpparinmaen School Public Space. http://www.arkhakli.fi/koulutus/_torpparinmaen/torpparinmaen.htm. pg. 10 2009. Schools for the Future: design proposals from architectural psychology. Cambridge: Hogrefe & Huber Publishers. Torpparinmaen School - Public. Torpparinmaen School. http://www.arkhakli.fi/koulutus/_torpparinmaen/torpparinmaen.htm. pg. 11 Torpparinmaen School Agora. http://www.arkhakli.fi/koulutus/_torpparinmaen/torpparinmaen.htm. pg. 12 Torpparinmaen School Agora at Lunchtime. http://www.hel.fi/hki/torppk/fi/In+English Hallway Between Classrooms and the Agora. http://www.arkhakli.fi/koulutus/_torpparinmaen/torpparinmaen.htm. pg. 13 Hursley, Timothy. L.B. Landry High School. JPG, http://housevariety.blogspot.com/2011/03/lb-landry-high-school-by.html pg. 14 Hursley, Timothy. L.B. Landry High School. JPG, http://housevariety.blogspot.com/2011/03/lb-landry-high-school-by.html