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LEARNING KNOCHE ARCHITEKTEN, MAX DUDLER, ORTNER & ORTNER BAUKUNST, RAUMWERK / SPREEN ARCHITEKTEN LEARNING Special Doors RECESSED DOORS

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LEARNING KNOCHE ARCHITEKTEN, MAX DUDLER, ORTNER & ORTNER BAUKUNST, RAUMWERK / SPREEN ARCHITEKTEN LEARNING Special Doors RECESSED DOORS 48 PORTAL PORTALINFORMATION FOR ARCHITECTS FROM HÖRMANN AND SCHÖRGHUBER 48 LEARNING KNOCHE ARCHITEKTEN, MAX DUDLER, ORTNER & ORTNER BAUKUNST, RAUMWERK / SPREEN ARCHITEKTEN LEARNING Special doors RECESSED DOORS Inconspicuously functional Recessed doors offer a high degree of functionality. The opened door leaves are inconspicuous thanks to their flush fit in the wall. This provides for a maximum passage width, for example in hallways. Space-saving Schörghuber recessed doors are available in single- and Discover a world of doors at double-leaf versions with fire and smoke protection, www.schoerghuber.de acoustic insulation and break-in resistance. EDITORIAL Dear Readers, There’s hardly another subject that is discussed with such forcing architecture to “wait”. One can only hope that the passion. Schools – everyone has attended and almost amplitudes between an iron policy of cutbacks and hectic everyone has an opinion; parents of school-aged children educational offensives will level out over the long term. have personal experience that grows by the day. There After all, realistic need for schools can be predicted and are plenty of parents who tend to get worked up over what planned, provided educational policy remains the measure they claim to be unfair grades from teachers, controversial of all things, and not just the current budget of the munici- educational concepts from the head teacher, the brusque pal school boards and the funds available from the state. demeanour of the janitor, or simply the reason behind the One would think that this would be the perfect opportunity upcoming field trip. In many cities it comes down to the for architects all across Germany (and not just in some “nitty-gritty”. The ceilings are leaky, windows are falling lucky regions) to talk to teachers and parents about modern out of their hinges, the Internet connection doesn’t work educational concepts that could be supported effectively right, or the village grammar school has to shut down enti- by a new school architecture. The wide range of edu- rely due to cost reasons. Still: In the meantime, all types cational buildings presented in this issue of PORTAL are of schools are being planned and approved like there’s no perfect examples of why educational architecture is much tomorrow (virtually) all over Germany. A decades-long edu- more than just providing enough space and useful tech- cational policy ice age has become a spring tide for school nical equipment. An academy of dramatic arts in Berlin, construction that in some places can only be managed an institutional building in Esslingen and a city library in with pre-built modules that are simply placed in the school Heidenheim an der Brenz serve both architectural and yard due to a lack of building space. This acute shortage social purposes going far beyond just covering the needs of of space is then solved with emergency constructions, public education. We hope you enjoy this issue. Christoph Hörmann Thomas J. Hörmann Martin J. Hörmann Personally liable general partners PORTAL 48 3 ABOUT THE TOPIC: LEARNING EDUCATIONAL: “A NEED TO BE BOLDER!” CITY LIBRARY IN HEIDENHEIM LESSON: ACADEMIC: DRAMA ACADEMY IN BERLIN HIGH SCHOOL IN FRANKFURT EDUCATIONAL EXAMPLE: COMPANY INSTITUTIONAL BUILDING IN ESSLINGEN HÖRMANN & SCHÖRGHUBER 4 CONTENTS CONTENTS TECHNOLOGY 04 CONTENTS/IMPRINT HÖRMANN & SCHÖRGHUBER 06 ABOUT THE TOPIC: LEARNING “A need to be bolder!” by Dr. Susanne Hofmann 12 EDUCATIONAL: CITY LIBRARY IN HEIDENHEIM Max Dudler 20 LESSON: DRAMA ACADEMY IN BERLIN O&O Baukunst 28 ACADEMIC: HIGH SCHOOL IN FRANKFURT raumwerk / Spreen Architekten 36 EDUCATIONAL EXAMPLE: INSTITUTIONAL BUILDING IN ESSLINGEN ARCHITECTURE AND ART Knoche Architekten MARGRET HOPPE 42 COMPANY 46 TECHNOLOGY 48 ARCHITECTURE AND ART Margret Hoppe 50 RECENTLY IN ... MUNICH Simon Reinhard 51 PREVIEW Museums RECENTLY IN ... MUNICH SIMON REINHARD IMPRINT Published by Hörmann KG Verkaufsgesellschaft Schörghuber Spezialtüren KG Upheider Weg 94 – 98 Neuhaus 3 33803 Steinhagen, Germany 84539 Ampfing, Germany Telephone: +49 5204 915-167 Telephone: +49 8636 503-0 Fax: +49 5204 915-341 Fax: +49 8636 503-811 E-mail: [email protected] E-mail: [email protected] Internet: www.hoermann.com Internet: www.schoerghuber.de Editors Printing Lisa Modest-Danke, Verena Lambers Hans Gieselmann Druck und Medienhaus GmbH & Co. KG Architect´s Mind GmbH & Co. KG Ackerstraße 54 www.architectsmind.de 33649 Bielefeld, Germany Dr. Dietmar Danner, Daniel Najock Christina Dragoi This journal and all the articles and illustrations contained therein are protected by copyright. The publishing house and editors do not assume any responsibility for unsolicited photographs and manuscripts. Address data processing is handled by Heinze GmbH for Hörmann KG. Printed in Germany – Imprimé en Allemagne – HF no.: 87448 Cover photo: Brigida González PORTAL 48 5 Erika-Mann-Grundschule Berlin was the first school Die Baupiloten successfully applied new architectural approaches to with participatory methods. ABOUT THE TOPIC: LEARNING A NEED TO BE BOLDER! THE PISA SHOCK AND ITS CONSEQUENCES by Dr. Susanne Hofmann Strictly speaking, the PISA shock did not parents for their opinions as far as possible. After all, their come as a surprise. There was a huge contacts were the municipal building authorities – which investment bottleneck in the education sec- dreaded too many stakeholders outside of their subject area, claiming they would tend to slow down the planning process tor, both in terms of new educational con- instead of speeding it up. In turn, following the PISA shock cepts and architecture. After all, the school the German government experienced a blatant investment buildings from the 1950s to 1970s were bottleneck, providing money for maintaining schools, but not anything but contemporary. Dr. Susanne for new educational approaches. After all, education is and Hofmann explains how the educational sys- should remain the responsibility of the states. But the educa- tem is repositioning itself in a lengthy and tional system had an urgent need for pedagogic innovations. With conditions changing in the working world, the learning complicated process. world also had to move forward: Children needed all-day care to provide parents with better and more flexible oppor- Construction in Germany, in particular the construction of tunities on the job market. At the same time, children needed schools, is an exciting and challenging field in the first two to be prepared for their own professional lives differently, decades of the new millennium. We architects weren’t even requiring another kind of knowledge that they could acquire concerned about celebrating the new millennium by deve- themselves and a school that would give them the tools they loping a new school architecture. Then came the “PISA” needed to do so. shock in 2001. German students – and the German educatio- nal system – ranked 21st according to the international study Knowledge and architecture carried out by UNESCO for the first time ever. 32 nations took This basic structural change resulted in discussions relating part. A disaster for Germany, a country that until this point not only to education, but to architecture as well. After all, was regarded as highly effective. Discussions about the schools looking to switch to all-day operation not only needed state of the educational sector began immediately: the social cafeterias, but also common rooms where students could background of the students, new pedagogy concepts, sus- spend their free periods. As they now would be spending tainable and individualised learning in school communities, much more time at school, this also required ways to ensure all-day schooling – and architecture. physical activity indoors and outdoors outside of gym class. More and more, schools have become living environments Physical environment as a teacher and not just learning environments. Many educational experts The somewhat aged, but still applicable wisdom of the Italian would like to give students more opportunities to learn both progressive education expert Loris Malguzzi suggesting the together and individually. Above all, students should be capa- physical environment as a third teacher – besides educators ble of learning independently and autonomously, organising and classmates – once again made the rounds. Architects themselves, and not just take in knowledge. They should no asked themselves whether schools should be given an longer be constrained to desks, but should instead be allowed animating form and colour scheme, or a more reserved to learn while laying down, kneeling or standing, alone or framework for learning. But they also learned to discuss in small groups, able to change up the learning situation. In Photo: Jan Bitter the matter with education experts, and to ask students and these new schools, encounters and communication should PORTAL 48 7 Illustration: Die Baupiloten Diagram of a four-section integrated secondary school with a three-section secondary education level II – “Berlin baut Bildung”, “Classroom quality” specialised working group. play a greater role than before. New architecture could make the new educational requirements a context. They are gene- this possible. For schools in social hot spots, this also meant rally designed so that individual (class) rooms are arranged bridging and developing skills for dealing with social differen- around a large group area. If necessary, they can join the ces. Schools were asked to give up their often self-imposed large room. isolation, open up classes for experts of all types in order to cater to developments in society. Another goal was to estab- Recommendations and requirements lish an urban link to the environment in order to bring the city To ensure the quality of the classrooms, Berlin established to the school or the school to the city. As negative influences an interdisciplinary specialised working group. I had the such as aggressive political agitation or drug trafficking can opportunity to contribute to the “Berlin baut Bildung” recom- have an effect on schools, this type of opening is also contro- mendations for educational buildings. For architects, and ulti- versial.
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