hausmannstätten elementary school

urban planning considerations
the green space in the area of the färberbach stream still retains its natural character. the meadows slope gently down toward the stream. the buildings in this area — with the exception of the gymnasium of the secondary school — are characterized by a homogeneous small-scale structure and low height development. this overall image should also be acknowledged and preserved in the new construction of the elementary school hausmannstätten. the construction of the elementary school hausmannstätten on plot 467/1 can fulfill this intention.

school space – three-dimensional experience
danish school models have for some time shown how spatial diversity supports — and even enables — the living, experiencing, and learning of students. in these schools, the spaces are not designed as superficial attractions but, through a restrained neutrality and resulting flexibility, provide the foundation for a wide variety of uses. children can seek out the space they need for specific phases of learning or relaxation. the spatial concept of the proposed project offers the possibility of defining both a “classic” teaching area (core zones) and of creating flexible spatial configurations that can be combined in various constellations. the core zones can make use of the intermediate spaces between these areas, extend into them, or, beyond these zones, cooperate spatially with other core zones. the intermediate zones can be used for small groups, very small groups, individual teaching, relaxation, or breaks. the terraces in front can be converted into unheated winter gardens in winter using the simplest methods — for example, polycarbonate multi-wall sheets. they serve as climate buffers and, as solar traps, bring valuable energy gains into the building. during transitional seasons, they are available as extended areas (time out). during the warm months, they can be fully opened or provide shelter from rain for the outdoor areas, including outdoor teaching. the generally used spaces such as the library, dining hall, media room, and multipurpose hall are designed as a continuous spatial continuum, in which the individual functions are defined by zones, furniture, and light, but can also be closed off with sliding elements. through this open spatial concept, the school gains an ideal hall for school celebrations, cultural events, readings, and assemblies. spatially, the auditorium is supported by two seating steps that serve both listeners and library users as seating areas. workshop, kitchen, and cloakroom surround this heart of the school as annexes. to the south, this communal space extends into the outdoor area. here, children can do crafts, eat, or play table tennis — safely sheltered from the weather under the cantilever of the classroom wing. the area covered by the classrooms also offers additional opportunities to hold outdoor lessons.

inside – outside, spatial boundaries without barriers spatial enclosures provide climatic protection for the building’s occupants. however, protection should not create barriers. from every classroom, a quick and direct transition to the outdoor terrace area is possible. the various temperature zones form a basic element for the children’s health. likewise, the outdoor area surrounding the school building should be easily and freely accessible. directly in front of the large communal area lies the covered and open outdoor space, embedded in meadows and the stream landscape.

access
the fundamental idea of offering children a walking route to school — or, through the parents’ choice of parking, an intended path to school — is part of an educational concept that is taken into account in the proposed project. the students’ path across the hausmannstätten meadows leads them to the southwestern area of plot 467/1. children from the residential area across the stream will also take the path along the water and enter the school from the south. here lies the entrance to the cloakrooms. wearing slippers, the children pass through the open cloakroom into the hall, the vertical circulation area. their classrooms are located on the protected, more private upper floor. teachers will likely enter the school building from the central lobby area, coming from the teachers’ parking lot, on a level lower than the classrooms. this keeps the classrooms’ privacy protected. teachers enter the hall from above, in the center, meet the students in the lobby, and reach the staff rooms, which enjoy a certain spatial seclusion. parents should also reach the school by crossing the meadow, just like the children. this is expected, as they will have followed their children’s path in the morning and therefore perceive it as the natural route. through the central entrance, they enter the lobby and can directly contact the administration. children with disabilities are brought by car to the teachers’ parking area. from there, they enter the school building at ground level and can use the elevator to reach the various floors. the same route is planned for meal deliveries. the elevator serves all levels, ensuring that the building and outdoor areas are barrier-free. access to the gymnasium is provided — with slippers — via an underground corridor leading to the clean-access area of the gym changing rooms. this establishes a clear separation between clean and dirty circulation zones. access to the outdoor sports facilities follows the same logic — through clean access, cloakroom, and dirty corridor — leading to the existing outdoor areas.