The area of this project per child at opening is well over 200m2. Of course, because it is a public school, the final assumption is less than 20m2. However, when the school is open there is more than a single digit gap. It's more than being able to spend elegantly at low density. We were asked for another thought about the response between space and human group activity.
Because it is a public school, of course, everything is designed and determined with a good explanation. However, I think that what we really thought out in this project was like a set of spaces beyond individual accountability.
"Toromi no Mori Gakuen" is the first school in "Water and green health city, Minomoricho". This “water and green health city, Minoh Mori-cho” is adjacent to the “Meiji Forest Minoh Quasi-National Park”, in the northern area of Tochi (Mino City), in the waterfront space of Yonogawa Dam and the rich natural surroundings It opened as a new town that made full use of it. It is a town with an area area of 314ha and 2900 housing units. However, it is not a new school, but an elementary school and a junior high school which had been in the existing torrid area adjacent to this new town are planning to move to a new school building.
It is a school that was completed after meeting with many local residents and teachers from the design stage. Like the Uzeta Elementary School in Chiba City (completed in '95) and the Kibi Kogen Elementary School in Okayama (completed in '98), which we worked on before, expectations for priming a family with school-age children are loaded. . At the same time, this school, where children from both adjacent new and old regions attend, is also expected to be the core of the community connecting both residents.
A major feature of this school is that while it is a primary and secondary school, at the beginning of the school there are a very small number of people, around 60 students in all nine grades. In addition, Ikeda Elementary School, which had a terrible disaster locally, was close to the site, and security requirements were clearly required from the beginning of the plan.
The site is at the eastern end of New Town, at the border with the existing Todoromi area. It is located on a hill with a view to the Toromimi area on the south side. There was also a case where the originally undulating place was created flat, (I negotiated whether the existing topography could not be kept as it was before the start of the construction work, but once I got into the construction work ordering process Trees have become flat, and since the north side 1/3 of the site exceeds 30m, the buildings are mainly placed in the cut area of the south 2/3. In addition, as a route to and from the existing Todoromi area, a mountain path was created with the mountain open. It has a south gate directly connected to it and connects it to the main gate on the north side, which serves as a school route for Newtown, as a main flow of children. With this, it was planned that the line of sight from the security cabin at the main gate would pass.
Many of the schools we have worked with up to now have plans to integrate gymnasiums and swimming pools into the school buildings. However, it is too broad for the number of students of less than 40 students at the time of opening the school to be approximately 9500m2 as an integrated architecture including both of them, which is desirable in terms of activities and security etc. I thought it was not. Therefore, we first made the school building, the core of student life, compact as a 68m x 68m two-story building. On top of that, the gymnasium and the pool were arranged so that they could be connected visually and experientially to the sequence inside the school building. In addition, from the educational program that considers 9 years of elementary school and junior high school as 6/3 instead of 6/3, it is possible to arrange on the same floor so that the whole 9th grade can have a loose relationship. I thought it was important. Therefore, the first floor of the school building has special classrooms and management rooms for the second and third classes, and the second floor has all the classrooms (from 13 classrooms including spare classrooms) up to the 1st to 9th graders. Special classes for the previous period, elevators for students, etc. It arranges the student's main living space. In addition, by making the external floor of the second floor a wood deck, it is a space around the classroom, even though it is on the second floor.
The school building was simplified by using a wall type structure. The overall eccentricity was suppressed to increase rigidity, and the facilities were planned to be beam penetration and to reduce the amount of ceiling as much as possible. At the same time with cost control, the entire space is given strength by the RC grid beam ceiling of the module under the beam effective 2150 (beam 1600) in 4 m grid. In addition, by making the lower part of the beam effective 2600 in the outer peripheral part, and preventing the sleeve wall in the direction of closing toward the outside from coming out, the view from the classroom to the outside and the overall transparency are secured. doing.
As a plan, up to the fourth grader is an open plan type, and for the fifth to ninth graders, it is a semi-closed type using glass partitions and fittings. Also, taking into consideration the increase in the number of students accompanying the development of new residential areas, work rooms were placed between the classrooms as classroom buffers. Furthermore, with a view to the future correspondence to the subject classroom in the middle and late semesters, a locker space (LS) adjacent to the classroom is established as a life base for students. As a result of taking flexibility in increasing the number of people at the same time as securing the flexibility to follow the stage system for the 9th grade educational system like this, it is easy to add a rail to the place that is currently open. The module under the beam 2150 is adopted also from the meaning of being able to put a joint with no gap of the same dimension.
On the first floor, a special classroom and management rooms are mainly arranged, and at the same time, the play room, library and music room are arranged to cut out the central part. I thought that we want to maintain the density that few student's activities are connected while seeing and hiding each other by setting it as a courtyard that the inside is expanded, instead of the open space like a normal courtyard. In the courtyard space, diagonal walls were placed so that different light planes would appear depending on the time zone, on the line of sight that separates each other in the 68 m square. That is what gives movement to the whole space. The slight angular swing also affects the deck space on the second floor.
The Arena Building will be located on the west side of the entire building, and the ceiling that has received the light from the east side top lights will appear in front of the gaze from the school building building so that it will be fluidly connected from the middle and late classroom spaces. In addition, the north-south side is open to the outside, and it incorporates the flow of the line of sight and the flow of wind from the lower grade ground to the valley on the south side.