Project facts
- Location: Darmstadt
- Country: Germany
- Year of Completion: 1951
- Client: Darmstadt conference
- Architect: Hans Scharoun
- Size: Unknown
- Pupils: Approx 400 [Mixed]
- Construction Sum: Unknown
Overview
Hans Scharoun’s design for the never realised Darmstadt school was first presented at the Darmstadt Conference, entitled ‘Man and space’. The design of the school is based around the changing physical and mental needs of growing children from the age of 6-14. Separated into lower, middle and upper schools each had a series of classrooms that varied in proportion and relationship to their surrounding landscape. The three school stages are based around a central street, each element orientated differently to create a different atmosphere within the learning spaces.
Themes
Integrated social and physical context
The building design sits very much within its topographical context, stepping down a slope and rejoicing in the subtle variations and level changes. One element that stands out is the teachers’ accommodation and offices at the top of the school. This is said to provide a more highly visible element that could be seen by the surrounding community, acting as a beacon and hinting at the activities that would have been going on inside the school.
Each classroom space was designed with its own designated sheltered external courtyard and a series of ponds weave in and out of the learning areas.
Innovative solutions to specific areas or smaller spaces
The so called ‘cosmic room‘ was designed to reflect and view the changing seasons. Set at the bottom of the site, the room was designed with a large glazed elevation overlooking a stream and landscaped area.
New pedagogies and blended learning styles
The orientation of the school design runs roughly North-South along a spine route. The learning spaces branch off from the route creating their own cluster of classroom spaces, meeting hall and external space. Each classroom was designed to accommodate children in different ways, and the spaces changed in volume and proportion as children get older. Each block was orientated differently to make the most of specific use of the sun. The 6-9 year old classrooms were developed around the idea of a cave form, suggesting a sense of nurturing and security.
In the classrooms for 10-12 year olds the space became more geometric in form, said to relate to children’s sense of found identity and growing interest in precision. The classes for 12-14 year olds were a series of wider more expansive spaces reflecting the pupils' growing egocentricity and their understanding of themselves at the centre whilst forming connections with others.
Sources
Hans Scharoun and Urban Structure. ARQ: Vol. 1 Autumn 1995. Mebes, F. Edited by P. Blundell Jones.
