«Architecton: proceedings of higher education» № 36 December 2011
Theory of architecture
 | Puchkov Maxim V. C.Sc., Associate Professor, Chair of urban Planning,Pro-Rector for Research Ural State Academy of Architecture and Arts, Ekaterinburg, Russia |
PRINCIPLES UNDELRYING THE ORGANIZATION OF EDUCATIONAL SPACE. ARCHITECTURAL SCHOOLS AND DESIGN SCHOOLS
The article considers issues in the creation of new typological objects for educational needs, such as architectural and design schools as well as schools of art. The author reviews international experiences in the development of effectively operating projects of this kind and principles underlying their functional and spatial organisation.
Architectural schools and design schools as research and education institutions occupy a special place in higher education. Their architectural image and interior space should be designed to produce special impact on students, educating them in visual and spatial culture.
Architectural schools and departments at leading universities demonstrate a variety of spatial arrangements within university campuses; less often do they present stand-alone buildings in a city context.
Successful, efficient and visually effective architectural education centres invariably have some sort of semantic recreation and communication space, which acts as a uniting core.
Irrespective of the type of building, establishing the image of an architectural school, either within university campus or as a separate project, presents an important issue, which is resolved in different ways. However, in many cases the architectural concept is based on the educational and research concept of "a flow" between various spaces, and their symbiosis creates a memorable image, a "magnet" for would-be students and researchers.
Key words: space, typology, functional diagram, universities, architectural education