school
independent action
heterogeneous groups
interactive use of tools
these are the fundamental principles for successful education. a successful educational concept within a suitable building can only be realized through close collaboration between educators and architects. the present spatial program is unusual in that it does not request explicitly defined rooms in the traditional sense, but rather invites planners to create open spatial structures suitable for new educational concepts.
new pedagogical concepts – new educational spaces
the outlook for new pedagogical approaches can be found in the three core principles of the oecd. the role of children and students is changing: passive becomes active; learning arises not from obligation but from curiosity and the joy of experimentation, with friends, through mutual support, and without pressure. learning and living merge into a continuous flow free of temporal constraints.
these open, proactive educational attitudes require equally responsive spatial conditions. for a dynamic daily routine that changes from day to day, spatial structures must offer openness and flexibility:
openness combined with opportunities for retreat
spaces that connect social and physical units
large areas for movement alongside intimate zones
laboratories for experimentation and quiet rooms for reflection
a rigidly subdivided spatial layout cannot provide the required flexibility and adaptability.
the need for diverse and contrasting uses must be addressed with adaptable spatial structures (hardware) and furnishings (software):
open, interconnected spatial laboratories that can be transformed into smaller units, oscillating between interior and exterior spaces with adjustable façades and partitions, and flexible interiors with mobile furniture and sliding elements. based on these principles, open-use zones within a larger structure can be individually defined and used by the school’s inhabitants — the children and the educators. within this overarching open structure, areas of social belonging emerge — the clusters. this geographic affiliation gives each student a sense of personal address within the school community, further defined through private lockers, corners, cushions, and other personal elements. clarity within this open system is of great importance. not an unstructured expanse, but a clearly readable, flexibly usable space with good orientation for children is essential for the new type of school.
connection to the neighborhood
the current situation at the future school site is positively characterized by its impressive stock of mature trees and the large neighborhood playground along versorgungshausstraße. both distinctive features are largely preserved. the school is to be closely connected with its surroundings and the local community:
the playground will remain open for shared neighborhood use.
spaces such as the open library on the ground floor, the cooking lab, workshops, music rooms, theater and gym halls will be accessible for communal use. the location of these spaces allows external users access without entering the private school areas. the school restaurant, situated at the interface with the park, is suitable for events and external operation.
independent action
heterogeneous groups
interactive use of tools
these are the fundamental principles for successful education. a successful educational concept within a suitable building can only be realized through close collaboration between educators and architects. the present spatial program is unusual in that it does not request explicitly defined rooms in the traditional sense, but rather invites planners to create open spatial structures suitable for new educational concepts.
new pedagogical concepts – new educational spaces
the outlook for new pedagogical approaches can be found in the three core principles of the oecd. the role of children and students is changing: passive becomes active; learning arises not from obligation but from curiosity and the joy of experimentation, with friends, through mutual support, and without pressure. learning and living merge into a continuous flow free of temporal constraints.
these open, proactive educational attitudes require equally responsive spatial conditions. for a dynamic daily routine that changes from day to day, spatial structures must offer openness and flexibility:
openness combined with opportunities for retreat
spaces that connect social and physical units
large areas for movement alongside intimate zones
laboratories for experimentation and quiet rooms for reflection
a rigidly subdivided spatial layout cannot provide the required flexibility and adaptability.
the need for diverse and contrasting uses must be addressed with adaptable spatial structures (hardware) and furnishings (software):
open, interconnected spatial laboratories that can be transformed into smaller units, oscillating between interior and exterior spaces with adjustable façades and partitions, and flexible interiors with mobile furniture and sliding elements. based on these principles, open-use zones within a larger structure can be individually defined and used by the school’s inhabitants — the children and the educators. within this overarching open structure, areas of social belonging emerge — the clusters. this geographic affiliation gives each student a sense of personal address within the school community, further defined through private lockers, corners, cushions, and other personal elements. clarity within this open system is of great importance. not an unstructured expanse, but a clearly readable, flexibly usable space with good orientation for children is essential for the new type of school.
connection to the neighborhood
the current situation at the future school site is positively characterized by its impressive stock of mature trees and the large neighborhood playground along versorgungshausstraße. both distinctive features are largely preserved. the school is to be closely connected with its surroundings and the local community:
the playground will remain open for shared neighborhood use.
spaces such as the open library on the ground floor, the cooking lab, workshops, music rooms, theater and gym halls will be accessible for communal use. the location of these spaces allows external users access without entering the private school areas. the school restaurant, situated at the interface with the park, is suitable for events and external operation.
entrance area
kindergarten and elementary school share many areas on levels 0 and 1. here, children of different ages meet and interact — upon arrival and departure, while eating in the dining hall, reading and exploring in the library, relaxing in the orangery or aviary, and during gymnastics activities.
on level 1, the entrance level, the kindergarten area has direct access to a covered terrace and adjoining outdoor space facing east, toward the morning sun.
learning, play, and living landscapes
on level 2 is the learning, play, and living landscape of the elementary school, along with the teachers’ team rooms. four groups are combined into a cluster. each cluster consists of a loft-like, column-free, multifunctional open space that can be divided in various ways using mobile partition systems. the generous room height provides adequate air volume and allows for the installation of rest alcoves above lower sections. illuminated from three sides and equipped with additional roof monitors, the space receives optimal daylight and allows for effective cross-ventilation.
resource efficiency
the compact building minimizes land use; most roof surfaces are greened, and all outdoor parking areas are surfaced with grass pavers, resulting in very low overall land sealing.
by conceptually enclosing terrace areas with single-pane glazing in winter to create buffer zones, the building achieves an excellent envelope-to-volume ratio. parts of the building are also embedded in the terrain. the design strategy of using circulation areas as learning, play, and recreation zones creates an optimal ratio between usable and traffic areas. structurally, large parts of the building are spanned by highly efficient, cost-effective hollow-core slabs above level 1, providing great flexibility of use. the ceiling above level 2 consists of prefabricated timber elements. clever placement of air inlets and outlets ensures that most air movement occurs directly within rooms rather than through extensive duct systems. the compact building form guarantees short routes for all technical infrastructure. material selection emphasizes ecological responsibility, minimizing co₂ emissions associated with production, transport, and deconstruction. balconies and canopies protect the façade, facilitate maintenance and cleaning, and serve as constructive building protection.
mobility concept
covered bicycle parking is located directly next to the main entrance, with an e-bike room nearby providing space for bicycle trailers. mini scooters can be parked in a dedicated area near the main cloakroom entrance. ample workspace and storage areas near the team rooms reduce the need for teachers to transport teaching materials by car. the compact building layout ensures maximum accessibility for pedestrians and cyclists. cyclists can enter the school grounds directly via schulstraße or follow the connecting path to versorgungshausstraße and the main entrance. the bcg information point in the entrance hall also functions as a mobility center for information and awareness within the smart district gnigl. a large zebra-crossing zone connects the two bus stops directly with the school forecourt, serving as a natural traffic-calming measure. along a side lane of minnesheimstraße, there is a drop-off zone with three disabled parking spaces and seven “kiss and park” short-term spots for parents bringing children by car. the underground garage includes two additional disabled spaces, three bcg spaces, three electric car-sharing stations with charging facilities, and fifty district parking spaces.
kindergarten and elementary school share many areas on levels 0 and 1. here, children of different ages meet and interact — upon arrival and departure, while eating in the dining hall, reading and exploring in the library, relaxing in the orangery or aviary, and during gymnastics activities.
on level 1, the entrance level, the kindergarten area has direct access to a covered terrace and adjoining outdoor space facing east, toward the morning sun.
learning, play, and living landscapes
on level 2 is the learning, play, and living landscape of the elementary school, along with the teachers’ team rooms. four groups are combined into a cluster. each cluster consists of a loft-like, column-free, multifunctional open space that can be divided in various ways using mobile partition systems. the generous room height provides adequate air volume and allows for the installation of rest alcoves above lower sections. illuminated from three sides and equipped with additional roof monitors, the space receives optimal daylight and allows for effective cross-ventilation.
resource efficiency
the compact building minimizes land use; most roof surfaces are greened, and all outdoor parking areas are surfaced with grass pavers, resulting in very low overall land sealing.
by conceptually enclosing terrace areas with single-pane glazing in winter to create buffer zones, the building achieves an excellent envelope-to-volume ratio. parts of the building are also embedded in the terrain. the design strategy of using circulation areas as learning, play, and recreation zones creates an optimal ratio between usable and traffic areas. structurally, large parts of the building are spanned by highly efficient, cost-effective hollow-core slabs above level 1, providing great flexibility of use. the ceiling above level 2 consists of prefabricated timber elements. clever placement of air inlets and outlets ensures that most air movement occurs directly within rooms rather than through extensive duct systems. the compact building form guarantees short routes for all technical infrastructure. material selection emphasizes ecological responsibility, minimizing co₂ emissions associated with production, transport, and deconstruction. balconies and canopies protect the façade, facilitate maintenance and cleaning, and serve as constructive building protection.
mobility concept
covered bicycle parking is located directly next to the main entrance, with an e-bike room nearby providing space for bicycle trailers. mini scooters can be parked in a dedicated area near the main cloakroom entrance. ample workspace and storage areas near the team rooms reduce the need for teachers to transport teaching materials by car. the compact building layout ensures maximum accessibility for pedestrians and cyclists. cyclists can enter the school grounds directly via schulstraße or follow the connecting path to versorgungshausstraße and the main entrance. the bcg information point in the entrance hall also functions as a mobility center for information and awareness within the smart district gnigl. a large zebra-crossing zone connects the two bus stops directly with the school forecourt, serving as a natural traffic-calming measure. along a side lane of minnesheimstraße, there is a drop-off zone with three disabled parking spaces and seven “kiss and park” short-term spots for parents bringing children by car. the underground garage includes two additional disabled spaces, three bcg spaces, three electric car-sharing stations with charging facilities, and fifty district parking spaces.
- location:
- salzburg, austria
- architecture:
- fasch&fuchs.architekt:innen
- team architecture:
- robert breinesberger, stefanie schwertassek, heike weichselbaumer, arch. erwin winkler
- structural engineering:
- werkraum ingenieure zt gmbh
- building physics:
- exikon_skins
- building services engineering:
- die haustechniker
- fire safety:
- di alexander kunz
- landscape planning:
- idealice landschaftsarchitektur zt
- model making:
- patrick klammer
- competition:
- 2012