School Of Thought

Our idea is to build a space belonging to human in 2020 with all the concerns and issues that have been arisen in this world. A free but controlled place for students to create or enhance a sense of independence. It includes both Private spaces to provide privacy for individuals, and group spaces for interaction and group projects. The student is at the core of all designs, and the setting of the curriculum and the design of the space are tailored to his needs and the growth and development of his personality.

Classes turns from one-sided spaces that a teacher teaches and students listen, and become workshops where children work on their own and learn to work through group work and social interactions.

To achieve this goal, we tried to create educational spaces from surfaces that are not closed levels, because it is not possible to look at the educational space as enclosed spaces. In designing the spaces of the collection and its furniture, an attempt has been made to design a space where the students learn the principles of living with other people and society while learning, and this is done through mechanisms for behavior and learning that are based on social interactions. By living in this school, one learns to respect the social and private environment around oneself and to respect the rights of other people. For example, he learns not to disturb anyone by making noise, not to throw garbage, and to have morals.

In the main idea, an attempt has been made to design a space where people have complete visual mastery of all its spaces and in fact their own society, and the school plan allows people to have their own society in terms of horizontal vision and Have a vertical under your control. As a result, people have a greater sense of belonging and a greater sense of space.

To do this, in the main concept, a large green space in the form of a valley is placed in the middle, and two half-hills from the right and left end. The valley is located in a green space with the role of climate moderation, and two half-hills, in one of the students under the supervision of a teacher, teacher and director of education, and in which the spaces are not enclosed by high walls.

In the other half of the hill, students do not behave under the control of any educational system and live in it based on the received education and implement the received education in it. He lives in this sector, observes principles morally and socially, earns money for himself, and manages spaces himself.

In the lower part of the training hill, there is an amphitheater and the ceremonies are held in it, and under the semi-hill, which is implicitly trained, a sports space is placed.

The concept design is like a beehive or a colony in such a way that people can constantly move from one point to another and there is no obstacle to continuous movement in space. To do this, vertical and horizontal accesses are placed on all levels (including elevators, stairs and ramps).

The two existing half-hills are constantly visible to each other, and the student can see the face of the community and the mechanism of being in there by being in the educational section. Also for this purpose, furniture was designed and made that are flexible and can be used in different situations.

The orientation of the building is such that it can make the most of the southern light on the one hand, while it has a view of the back gardens and can be clearly seen from highway. Between the interior of the building and outside, there are intermediaries such as the double-skin Façade, which is stretched around the building and by trapping the air flow inside it, act as a thermal cell for it.

In addition, the ramp enters the classrooms by adjusting and controlling the distance between the shell and the interior, and the green space located inside, set the light and direct energy received from the shell. This green space can also be useful in cold seasons by providing the required moisture. Attempts have been made to use fewer columns in this space to provide visibility.

A light ceiling (space frame) with semi-transparent cover is used to illuminate the complex so that both the ceiling light can be entered into the space and less columns are needed for it. Attempts were made to design the columns in the shape of a tree and to use the space between them to design the tree house. For the skeleton, a concrete bending frame with rigid connections has been used. The facade structures are also supported by columns around the building and the double-skin facades and shingles are placed.

In order to provide heating and cooling for the building, it was tried to use a roof top package that can receive fresh air and preheat and preheat using the thermal cell in the shell.

To design site we divided  that into three parts in terms of placement of uses. At  beginning one- third , parking lots and dense trees act as windbreaks. In the next one-third, cultural spaces such as the auditorium and café are located, providing students with paused spaces. Eventually,  in the last one-third, the school building and the sports field has been located. The site also has a number of greenhouses for children.

Lead Architect:

Mojtaba Hooshangian Shirazi

Project Team:

Hilda Khozaei Nezhad

Rokhsare Shakibaei

Monireh Vatankhah

Tanks To:

Mahsa Pakshir