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Cullar Vega (Granada), Spain

Escuela de Educación Infantil "La Viña"

asilo infantile 3-5 anni
Gabriel Verd Gallego, Simone Solinas

Gabriel Verd Gallego, Simone Solinas — Escuela de Educación Infantil "La Viña"

Fachada principal. Avenida Don Quijote de la Mancha

Il progetto si articola attorno all’idea di creare un edificio permeabile, in cui la relazione tra spazio esterno ed interno sia la protagonista. La disposizione generale è organizzata con due assi ortogonali tra loro. L’asse trasversale concentra l’attività più pubblica, i servizi e la zona amministrativa mentre l’asse longitudinale é per l’attività docente. La soluzione architettonica fugge dall’essere pretenziosa e complicata e propone un’immagine di architettura individualizzata che riflette il suo carattere istituzionale. L’idea di una planimetria semplice, articolata intorno ad assi di circolazione di minima superficie, permettono una flessibilità nell’organizzazione degli spazi. Viste le caratteristiche del lotto, le aule sono disposte affinché ricevano la luce della mattina e del pomeriggio. La scelta dei materiali e delle installazioni è da considerarsi una delle caratteristiche tecniche proprie che garantiscono un’adeguata durabilità con minime spese di conservazione. Tutti gli spazi hanno luce e ventilazione naturale diretta e sono relazionati evitando percorsi lunghi; inoltre sulla base della funzionalità scolastica e della disposizione per cicli di età, sono state raggruppate le aule e gli spazi dei professori. Si sono concentrate le zone amministrative e di servizio in zone specifiche e differenziate affinché possano trasformarsi in spazi rimodellabili e dall’altro non interferire nei lavori educativi del centro. La segreteria si trova all’ingresso e ha un archivio per la documentazione. La portineria invece è disposta nel punto focale del complesso, dal quale è possibile il controllo totale degli spazi interni del centro.

Gabriel Verd Gallego, Simone Solinas — Escuela de Educación Infantil "La Viña"

Propuesta del concurso

Placed in the northern part of Cullar Vega’s city centre, the project articulates itself around the idea of creating a permeable building, in which the relationship between exterior and interior spaces is always protagonist. The general disposition is based on two differentiated and complementary axes. The transversal axis concentrates most of the public services and administrative areas. The longitudinal axis corresponds to the teaching activity, where classrooms are located.

Gabriel Verd Gallego, Simone Solinas — Escuela de Educación Infantil "La Viña"

Ingreso. Reloj de sol(entrada, recreo y salida)

Access to the building is totally differentiated for persons and vehicles. The school looks in its perimeter for an alignment with the existing urban structure, through a wall dense enough to fulfil this task, but at the same time permeable to allow a view of the interior of the enclosure, thus we come to such a usual image in the popular architecture of wall that conceals a garden. The rows of poplars also help to qualify this picture of the interior and integrate with the surroundings.

Gabriel Verd Gallego, Simone Solinas — Escuela de Educación Infantil "La Viña"

Maqueta del conjunto

The main entrance to the building is through a gardened atrium that groups around it the way of access, the administrative area and the dining room of the centre. The way of entry is covered by a projection of concrete that marks us the way and gives the scale of singularity that the building claims. The architectural solution of this centre avoids being pretentious and complicated, but it tries to give an individualized picture of architecture, reflecting its institutional character. It provides a comfortable, cheerful and clean setting, which contributes not only to facilitate the teaching, but also to develop in students habits of conviviality and good relationship with the school environment.

Gabriel Verd Gallego, Simone Solinas — Escuela de Educación Infantil "La Viña"

Atrio de ingreso

The exterior spaces treat each other in its entirety with materials adapted according to the uses, offering a special attention to the representative zone. The exterior areas of games and outdoors classrooms are placed next to the classrooms and incorporate sand’s pits, paved areas, etc. These outdoors classrooms have been projected, as complementary spaces, spaces tied to the classroom, where it is possible to realize the school activity outside.

Gabriel Verd Gallego, Simone Solinas — Escuela de Educación Infantil "La Viña"

Atrio de ingreso

They all have direct connection with the classroom. It’s paved and enclosed by dividing-walls of low height that individualize the enclosure. The ones located close to the exterior limit of the plot, have a sure closing. The good orientation has been kept in mind to obtain a suitable sunlight avoiding at all time the north exhibition.

Gabriel Verd Gallego, Simone Solinas — Escuela de Educación Infantil "La Viña"

Mural "Crece" realizado por el Niño de las Pinturas

We seek a simple plant articulated around axes of minimal surface movement and allowing flexibility in the arrangement of spaces. Rectangular shapes were used. Likewise we considered the possible expansion of the centre with minimal difficulty and constructive distribution to the southern end of the plot. In the same way the concentration of the building promotes security, cleaning and maintenance of the building and at the same time reduces the cost of maintenance. The teaching activity is focused on the transversal axis, and distributes the students according to the cycles, grouping the three and four years-old ones in the northern zone and those of five years in the south of the building closed to the principal court.

Gabriel Verd Gallego, Simone Solinas — Escuela de Educación Infantil "La Viña"

Atrio de ingreso

Due to the constraints of the plot (narrow and long north-south axis) we distributed the classrooms in order to let them receive the morning and the evening light. We fled from the north orientation don’t considering it adapt to the climate of the area. With the intention to carry out a quality project, proper to the needs of an educational program, we intended to realize a building both valuable and simple and also austere, with resistant constructive solutions proof against a hard use and a marked debilitation, able to withstand a long life in perfect condition and with low maintenance to an absolute minimum.

Gabriel Verd Gallego, Simone Solinas — Escuela de Educación Infantil "La Viña"

Atrio de ingreso

In the project the good integration has been kept in mind in its urban environment and its fitness to the bioclimatic conditions of the site taking the maximum advantage by the available orientations, the materials of the region, the aesthetic composition of the architecture, as well as the in force regulation for building and installations.

Gabriel Verd Gallego, Simone Solinas — Escuela de Educación Infantil "La Viña"

Acceso

The choice of the sloping roof for classrooms’ zone is connected with the dominant typology of the zone. The chapter of gardening has been kept in mind very much as integration element between the built space and the free space. We have chosen as the main tree the Poplar (Populus Nigra) as being a native of the region and having an easy maintenance and a rapid growth.

Gabriel Verd Gallego, Simone Solinas — Escuela de Educación Infantil "La Viña"

Vestíbulo de entrada. Al fondo, Sierra Nevada

All the classrooms have direct natural light and ventilation. All the spaces are related between them avoiding long walks and getting the whole view of all the interior spaces of the building. Thus has been realized on the basis of the school functionality and the disposition by cycles of age. The pupils of the first and second course are protected from the general play-court, and near the dependences of the professors and the classrooms of the last course with more independence and with an access more direct than the first ones.

Gabriel Verd Gallego, Simone Solinas — Escuela de Educación Infantil "La Viña"

Vestíbulo

The administrative and the services areas have been grouped in specific and different zones, in order not to interfere with the educational activities of the centre. Areas destined to machineries have been centred in areas that do not require a high level of acoustic demand. For example, the boiler is not located near classrooms, but close to a separating wall and vented directly outside. The secretary is placed immediately in the lobby and has a documentation archive. The reception has been located in a central point, from where the total control of the interior spaces of the centre is possible.

Gabriel Verd Gallego, Simone Solinas — Escuela de Educación Infantil "La Viña"

Vestíbulo

Gabriel Verd Gallego, Simone Solinas — Escuela de Educación Infantil "La Viña"

Vestíbulo sala de usos múltiples

Gabriel Verd Gallego, Simone Solinas — Escuela de Educación Infantil "La Viña"

Pasillo aulario

Gabriel Verd Gallego, Simone Solinas — Escuela de Educación Infantil "La Viña"

Pasillo aulario

Gabriel Verd Gallego, Simone Solinas — Escuela de Educación Infantil "La Viña"

Aulas exteriores

Gabriel Verd Gallego, Simone Solinas — Escuela de Educación Infantil "La Viña"

Aulas exteriores (este)

Gabriel Verd Gallego, Simone Solinas — Escuela de Educación Infantil "La Viña"

Aulas exteriores (oeste)

Gabriel Verd Gallego, Simone Solinas — Escuela de Educación Infantil "La Viña"

Patio cubierto

Gabriel Verd Gallego, Simone Solinas — Escuela de Educación Infantil "La Viña"

Patio cubierto

Gabriel Verd Gallego, Simone Solinas — Escuela de Educación Infantil "La Viña"

Patio de juegos

Gabriel Verd Gallego, Simone Solinas — Escuela de Educación Infantil "La Viña"

Patio de juegos

Gabriel Verd Gallego, Simone Solinas — Escuela de Educación Infantil "La Viña"

Plano de situación

Gabriel Verd Gallego, Simone Solinas — Escuela de Educación Infantil "La Viña"

Secciones

Gabriel Verd Gallego, Simone Solinas — Escuela de Educación Infantil "La Viña"

Secciones

Gabriel Verd Gallego, Simone Solinas — Escuela de Educación Infantil "La Viña"

Sección por aula

Reuse-and-restoration