PANCHAYA SONKOM
PROJECT 1.1
THOMAS LOZADA
DIDACTIC DNA
Decoding an institute, its identities, and the object and spaces that enables it
Montessori school Delft
(1960- 1966)
The Montessori school Delft designed by Dutch architect, Herman Hertzberger (1932- ), consists of modular L-shaped classrooms that when arranged accordingly, offers flexible in- between spaces that promotes a human's need of dwelling and social activity. Acquiring the Montessori teaching method, the school promotes concepts such as leadership, responsibility, and collaboration, allowing a child to learn and grow independently, yet in a social environment.
(Image Source: AHH 2017)
THE MATRIX
The matrix consists of nine curated content plates with the first row exploring- the case study building (Montessori school Delft), the second- the architect's works (selected works of Herman Hertzberger), and the third- other similar works by different architects (works by other architects)
The first column explores the concept of collective area
The second column explores the concept of collective vs. individual area
The third column explores the concept of interactivity/ space modification/ personalization
The Montessori school Delft consists of modular L-shaped classrooms that are arranged to form a large, wide central corridor. The architect designed this corridor with the idea of creating a meeting/ social space for both students and teachers. Phased planning was considered during the construction process, with Hertzberger wanting the building tone in a state of incompleteness, at the same time, stimulating a sense of participation and user interaction. The building's corridor itself, follows along with a Montessori school's concept of collaboration and interaction.
The second plates explores a single classroom, in which the L- shaped design of it resulted in a number of corners, allowing different activities to occur at the same time. Students who need more concentration can independently work at the back of the classroom, while students engaging in collaborative activities could work in the larger space towards the front of the classroom, where light is able to shine inside through a wide window. A small storage space towards the entrance of the room also softens the threshold between the classroom and the outside corridor, creating a continuous learning space.
The final plate of the first row explores a few details around the school that follows the concept of personalization and modification. The school uses split levels, allowing teachers standing on a higher level to be able to keep an eye on students working/ playing on a lower level. A small 'pit' filled with boxes is also placed in the center of the corridor which allows students the freedom to create and play within the bounds of a pre-set rule. Hertzberger observed that adults would be curious and ask what these boxes were for, while at first glance, a child would ask no questions and simply 'interact' with the boxes. These details are placed around the school to challenge a child's creativity and freedom, following the philosophy of a Montessori school.
"Architects do not have to provide a complete solution, but instead, provide a spatial framework to be filled in by users"
(Herman Hertzberger)
The second row consists of other buildings by Hertzberger that further explores the concepts of collective and individual areas, and interactivity/ modification of space. This includes the corridors of the Ministry of Social Welfare and Employment (1979- 1990) building and the De DrieHoven Elderly Housing (1973- 1978) building, which forms a large central space, ideal for social interaction. Concepts of an open plan office also comes into play in the Central Beheer Offices Apeldoorn (1968- 1972) building, in single desks are placed in a large, open space, merging individual space and collective space together into a single whole. Furthermore, the building also touch of ideas of space modification, in which individuals working in the office is allowed to bring in his/ her own piece of furniture from home to make his/ her workspace more 'personal'.
The last row explores buildings by other architects with similar concepts touching on ideas of collective/ individual space, and interactivity/ modification of space. This includes buildings by architects such as Le Corbusier, Frank Lloyd Wright, and Johannes Duiker, whom are very much inspired by the structuralism movement. These architects share a common belief that-
"...elements of a culture must be understood in terms of their relationship to a larger, overarching system or structure".
It shows in each selected work, that there is reason behind each element of a building, that connects to a larger picture, forming the basis and philosophy of the whole building altogether.
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