Ordrup School

Architect's statement

At Ordrup School in Gentofte, Denmark, Bosch & Fjord have rejected the traditional design of school interiors and instead created varied rooms with space for differentiated teaching and creative thinking.

Based on the conviction that all people are different and have different ways of thinking and learning, Bosch & Fjord have created an all-encompassing and challenging design at Ordrup School. The design is based on three key concepts: ‘peace & absorption’, ‘discussion & cooperation’ and ‘security & presence’. By separating the activities and creating varied rooms, Bosch & Fjord have created a space for diversity in both teaching and play where the learning situation can be optimised. Children at the ages of 6 through 12 have different needs. That is why Bosch & Fjord have designed specific initiatives for the various age groups. In the younger classes, peace and absorption are emphasised in the upholstered reading tubes, while movable pieces of carpet create temporary spaces for discussion and cooperation. In the mid-range age levels, the students can work together in smaller forums inside the sculptural Hot Pots or withdraw to the colourful concentration booths for concentrated reading and other work activities without being distracted by the surroundings. In the oldest classes, importance has been attached to the teenager’s situation of being ‘on the way out into the real world’. The bright red sofa islands on wheels can be moved around on the bright yellow floors and used for concentrated group work, loud discussions or movie showings. A long, bright green table sprawls through one of the rooms, forming a dynamic setting for creative cooperation and flexible work situations.

In order to emphasise functionality, Bosch & Fjord temporarily moved into the school and set the students and employees tasks that fit naturally into the daily lessons. Organically shaped pieces of carpet were used to create temporary territories and spaces for discussions, while gymnastics in each lesson highlighted movement as an integrated part of the classroom activities. Staff and students were given pads of yellow and pink post-it notes to place on their favourite spots with the aim of offering both parties insights into each other’s different ways of viewing and perceiving rooms. The purpose of all the assignments in this process was to challenge the traditional use of the rooms and create new ways of perceiving rooms as active educational tools.

Fonte: Architecture News Plus