daylight from top

create zones through height differences

create visibility lines

clear routing

consistent use of color

use of geometric forms

create nishes

possibility to adapt

‘CITY OF THE CHILD’

De Koperwiek 1995-1997

De Anne Frankschool 1993-1994

De Evenaar 1984-1986

1.2

| 3.1

| 3.

2

1.1

| 1.2

| 2.

2 | 3

.1 |

3.2

1.2

| 2.2

| 3.

2

1.1

| 1.2

| 2.

2 | 3

.2

1.1

| 1.2

| 2.

1 | 2

.2 |

3.1

| 3.2

1.1

| 1.2

| 2.

1 | 2

.2 |

3.1

| 3.2

De Bombardon1993-1995

De Polygoon 1990-1992

De Apolloscholen 1980-1983

primary schools old design style primary schools new design style

BK8040 | Method & analysis zaterdag 12 novemeber 2011

MEETING PLACE

emphasize the meeting place

stimulate meetings

PERCEPTION OF THE CHILD

enhance awareness of location within the school and outside of it

make the child feel safe

ARTICULATED SPACES

stimulate different activities

enhance ability to draw back and to explore

daylight from top

create zones through height differences

create visibility lines

clear routing

consistent use of color

use of geometric forms

create nishes

possibility to adapt

Primary school | DE EVENAAR | 1984-1986 | Amsterdam Venlo | 1995-1997 | DE KOPERWIEK | Primary school

CHING_analysis analysis _CHING

CLARK & PAUSE_analysis analysis_CLARK & PAUSE

STEADMAN_topology analysis topology analysis_STEADMAN

TZONIS_FOP analysis

Form FormOperation OperationPerformance

OUEVRE_Herman Hertzberger Herman Hertzberger_OUEVRE

FOP analysis _TZONIS

11

1

1

2

2

2

23

StudentKaho Ng4065719

StudentDave Letink

4191285

TeacherKarina Moraes Zarzar

Group 5

StudentYasser Hassan

4143590

StudentGerald Grootelaar

4185439

THE CITY OF THE CHILD, AN INTRODUCTION

This poster contains a comparison of two buildings, designed by Herman Hertzberger. The goal of this poster is to understand the ideas the architect had during his design proces and how these operate in his buildings. In Hertzberger’s oeuvre we discovered that he did a lot of schoolprojects and from these he especially liked the primary schools. We also discovered that he had two big design phases in his life. For these two reasons we chose two primary schools, one from his old and one from his new design style. The first is called the ‘Evenaar’ (made in Amsterdam, finished in 1986) and the second is called the ‘Koperwiek’ (made in Venlo, finished in 1997).

In his old design style he adheres the structuralistic style. This style appeared after WOII and was a reaction against rationalism. Hertzberger was one of the founders of the structuralism and made a lot of architectonical contributions to this style. In Hertzberger’s new and current design style he didn’t hold on to the structuralism so much, he made more open designs. Although he uses a different design style his point of origin haven’t changed. The users of the building will always maintain the highest priority.

CONCLUSION

As a result of this analysis of the two primary schools we noticed that Hertzberger always has three different main themes in his designs. These themes are: ‘meeting place’, ‘perception of the child’ and ‘articulated spaces’. For his first theme ‘meeting place’, he uses the centers of both schools as the meeting place. He creates this place by connect-ing the whole inner structure of spaces with the possibility to have a visual relationship with the different levels that are gathered around this space. By doing this it becomes the heart of the school. As for the ‘perception of the child’, he tries to keep the inside and outside of the building simple and clear. Inside the building he creates a routing with a clear structure and basic colors so the children can recognize the different functions within the school. For the outside of the building he keeps the forms simple by using geometric forms and forms that are drawn from these forms. In his third theme ‘articulated spaces’, Hertzberger gives the children individual and save zones. This is done by creating spaces and objects that are interpretable in several ways. Despite that Hertzberger changed his architectural style during time, the themes that are mentioned above always maintained the same. When Herman Hertzberger designs a primary school, he wants to create an environment that is challenging and at the same time comforting for the child. While doing this he keeps in mind that it is a place to learn. By applying this design philosophy he creates a ‘city of the child’.

COMPARISON

Both buildings have a central meeting place in the center of the building. All the routing within is connected through this space, so it is the space where most activity takes place. Things that give this space something extra are the visual connections created by making voids in the main structure of the building and the big amount of natural light (especially from the roof) that falls on this space. However, the meeting places differ from each other when we look to how they were created. In the ‘Evenaar’ Hertzberger adds a new volume to the building which interlocks with the two existing volumes. The space created, where the existing and new volumes intersect, is used as the central meeting place. For the ‘Koperwiek’ he uses the two existing volumes and brings them together to interlock. The overlapping part is then used as the central meeting place. When we look at the outside of the buildings we see that Hertzberger used simple, geometric volumes for both the buildings. Also he emphasizes the main entrance by add-ing a volume to it or subtracting a part from it. For the ‘Evenaar’ he does this by adding a big stair where people can also sit on and for the ‘Koperwiek’ he does this by taking an interlocking part out of the building so a little place to shelter is created. When we go inside the buildings we see a big difference between used materials. In the ‘Evenaar’ he mainly used concrete-stone and wood while in the ‘Koperwiek’ he used more modern materials like aluminum, glass and still some wooden influences.

ARCHITECT

Herman Hertzberger was born in Amsterdam in 1932. In 1958, after completing his stud-ies at the Technical University in Delft, he returned to Amsterdam to set up his own architectural office. Hertzberger states that the reconstruction after the second World War is functionalistic and not for making good nor beautiful buildings. He adheres to a structuralistic philosophy of ‘spatial possibility’ in which architecture is used to provide a spatial framework through which users influence a building’s design. He implements the principle of human relations, human measure and human scale. Hertzberger has suc-cessfully applied this socially inspired theory to a range of different school buildings, but also in houses and offices.

STRUCTURESTRUCTURE

NATURAL LIGHT

NATURAL LIGHT

BG BGSITUATION SITUATIONSTREETVIEW STREET VIEWV1 V1V2 D1 FRONT SIDE FRONT SIDED1

adjecent

common space

adjecentinterlocking space

balance

interlocking

symmetry

SPATIAL RELATIONSHIPSSPATIAL RELATIONSHIPS

SPATIAL ORGANISATIONSSPATIAL ORGANISATIONS

CONFIGURATION OF THE PATH

CONFIGURATION OF THE PATH

APPROACHAPPROACH

PATH SPACE RELATIONSHIPS

PATH SPACE RELATIONSHIPS

FORM OF THE CIRCULATION SPACE

FORM OF THE CIRCULATION SPACE

ENTRANCEENTRANCE

MASSMASS

CLUSTERED

CENTRALIZED

RADIAL

LINEAR

OBLIQUE

OBLIQUE

PASS TROUGH SPACES

PASS BY SPACES

OPEN ON BOTH SIDES

OPEN ON BOTH SIDES

RECESSED

PROJECTED

CIRCULATIONCIRCULATION

SYMMETRYSYMMETRY & BALANCE

GEOMETRYGEOMETRY

GEOMETRY

ADDITIVE LOCAL SUBTRACTIONS

ADDITIVE LOCAL SUBTRACTION

GROUND FLOORGROUND FLOOR | LEVEL 1 GROUND FLOOR | LEVEL 2 LEVEL 1LEVEL 1 | LEVEL 1 LEVEL 1 | LEVEL 2 LEVEL 2

PARTI

PARTI

HIERARCHY

HIERARCHY

ca

b

a b c

b

b

b

b

a

a

S1S1 ´

A

A

B

B

S3

S4S5S6

S1

S3 ´

S4 ´

S2 ´

S2

C

C

S8

S7

D

D

S9S9 ´

S5S6

S0 ‘

S0

12

Functions

Symbols

Entrance/exit

Depart

Classroom

ToiletCoatstand areaTeachers roomCentral hallPlay areaStorageCorridor

Visualisation/audioNo access for students

Entrance playground

Arrive

Access for students and teachers

S1

Repeated cluster AA

S1 ‘

S2

S1

AA

C

S2 ‘

S1 ’

BB

C