new middle school fügen

initial situation
the existing building complex at the site of the two new middle schools in fügen in the zillertal valley is characterized by a building arrangement that has evolved over many years through several construction phases, repeatedly altered by extensions, additions, and conversions. the competition brief allows for the demolition of all existing buildings except for the music school built in 2006 and takes into account the relocation of the existing fire department at a later stage.
the required preservation of the music school and the need—also for budgetary reasons—to implement the spatial program in several construction phases are the key parameters for the concept of the new school campus.

urban design concept
all new spaces are organized around the centrally located music school. once all phases are completed, a compact school campus will emerge, in which new and existing structures are optimally interconnected. a spacious entrance hall connects lindenweg and karl-mauracher-weg in an east-west direction. at both ends, the main entrances to the new school campus are positioned one level apart. this east-west spine forms the main part of the ring-shaped circulation system that, together with a second east-west connection north of the existing music school, links it to the new buildings on lindenweg and karl-mauracher-weg. the ring circulation ensures optimal interconnection between all areas. two large, terraced courtyards to the east and west of the music school create protected outdoor areas, while the open-air sports areas with the required multifunctional courts are located to the south and north.
the new functional areas are distributed across different levels:
level -1: central cloakroom, sports areas, service rooms, parking deck
level 0: shared areas, administration, crafts, teaching kitchen
levels 1 and 2: clusters with specialized classrooms in between
since most rooms are used jointly by both schools, only the clusters are designated as separable units assigned to each school.

clusters
each cluster consists of four classrooms connected with an open marketplace, a teachers’ room, and sanitary facilities. each cluster has its own entrance, is assigned to one of the middle schools, and thus creates identification and accountability. sliding walls allow classrooms within a learning area to open fluidly toward the marketplace, while glass elements enable teachers to visually oversee the learning zones from adjacent rooms, promoting cross-grade collaboration. each marketplace has direct access to a covered outdoor area; continuous balconies extend the classrooms outward. in every classroom, a small niche provides a retreat for small groups.

in- and outdoor campus
entrance area, aula, dining hall, library, and music room form a generous, interconnected learning landscape. this indoor campus offers space for all kinds of events and serves as a meeting point for all students. it invites sitting and observing, provides areas for recreation, play, and learning, and ensures good orientation within the building. during the warmer seasons, the aula, dining area, music room, library, and workshops can open to covered outdoor areas, enabling eating or relaxing outdoors and working in outdoor studios. the spatial design of the in- and outdoor campus is intended to support the school’s spirit:
openness, clarity, orientation, interconnection, generosity, daylight-filled friendliness, and smooth transitions between inside and outside.

outdoor spaces
for the health of students, it is essential to move frequently between indoor and outdoor spaces. outdoor teaching—even in sheltered areas—can take place directly adjacent to classrooms and learning zones. the confined site conditions require the use of different outdoor spaces on multiple levels. part of the spatial concept is to extend learning areas with directly adjacent outdoor zones such as the outdoor campus, open-air classrooms, and balconies. the various spatial configurations offer a wide range of uses for different groups and individuals. the areas are open, clear, and accessible for multiple functions.
on level 2, a covered terrace facing lindenweg provides an outdoor classroom space.

construction phases
in the first construction phase, most of the required rooms for middle school 1, including a gymnasium, will be built on the current sports field. this location on an undeveloped part of the site offers the major advantage that all existing buildings can remain completely intact, minimizing disruption to ongoing school operations.
the second phase involves the demolition of middle school 1, allowing for the construction of a large portion of the remaining new spaces. middle school 2 can continue operating without interruption and will only be demolished after the completion and relocation of phase two. in the third phase, following the relocation of the fire department, the overall structure will be completed, with provisions for future expansion, potentially including a connection to the special education center (spz).

traffic concept
the large number of required parking spaces is distributed across multiple areas and levels. in the north, on level -1, is the delivery zone for the supply and disposal of the entire campus, where the waste collection room is also located.

structural concept
to ensure maximum flexibility in the interior layout, load-bearing walls in the new building are used only to the extent necessary for horizontal bracing. the structural system consists of reinforced concrete columns and slabs arranged in an economical grid. prestressed concrete beams are used over the gymnasiums.

material concept
great attention is paid to the ecological footprint and co2 emissions resulting from the production, transport, and disposal of building materials. all classrooms are equipped with wooden floors to enhance the floor as a seating or play surface. all other rooms receive coatings according to their specific requirements. the ventilated facades are clad in timber, and windows are constructed as wood-aluminum systems. transparent surfaces are equipped with effective external sun protection. cantilevered roofs or balconies provide shading from the high summer sun, protect facades from weathering and dirt, and simplify cleaning and maintenance. trees in front of the facades add additional shading.

fire safety and escape route concept
the entire load-bearing structure is built in reinforced concrete.
the building is divided into fire zones of less than 1600 m². the hall is equipped with a natural smoke and heat extraction system. from any point in the building, the exterior can be reached within a walking distance of less than 40 meters, with at least two possible escape directions from each location.

energy concept
the energy concept is based on passive optimization of the building, including the omission of suspended ceilings to utilize the available thermal mass (reinforced concrete slabs and walls). acoustic elements are designed to allow activation of the thermal mass.
at night, skylights can open automatically at appropriate outdoor temperatures, allowing cross ventilation. this expels warm air and introduces cooler outside air. the night air cools the thermal mass, preconditioning the rooms for the next day. balconies, roof overhangs, and cantilevered building elements ensure glare-free lighting for the school areas, prevent summer overheating, and allow protected ventilation. continuous external sun-shading systems aid temperature regulation.green roofs with a thick humus layer absorb and delay heat gain, providing additional thermal stabilization. during soil moisture evaporation, a cooling effect occurs through the release of latent heat.