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E-book Buildings for Education : A Multidisciplinary Overview of The Design of School Buildings

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Penilaian

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The design of educational spaces dedicated to school is a rather recent topic in Italy,since until the end of the nineteenth century and the unification of the country,1children were educated exclusively in private or ecclesiastical environments; andonly later, the school education was recognized for its significant role in theteaching and learning processes (Pennisi 2012). The evolution of the architecturalschool typology and of the primary school in particular, can be analyzed as acomplex combination of political, cultural, social and urban planning issues and asareflection of the historical situation. Through the analysis of the educationalbuildings erected in the different periods, it is possible in fact to detect the evolutionof the legislative framework, aimed at defining hygienic and comfort requirements,and of the organization of spaces required by the different pedagogical approaches.The study of the architecture of existing schools reveals a sequence of constructionsystems, both traditional and innovative, from masonry walls to reinforced concreteframes and to prefabricated solutions, which were employed to better respond tochanging needs (in particular, low construction and maintenance cost and con-struction time reduction). Finally, and with a strict connection with the aboveconsiderations, the role of the school building in the city is remarkable at the urbanlevel also, for its ability to promote the development of entire neighborhoods of acity or for the ability to revitalize an existing portion of a city in relation to otherpublic services and open spaces. The results of a more than a centenary process of school buildings’construction aresignificant from a quantitative point of view. The whole stock of educationalbuildings of all levels and dimensions amounts to 42,408 units, hosting 7,816,408students in 370,597 classes (Miur 2017), distributed all over the national territory(see Fig.1). However, this is an extremely heterogeneous heritage,2because of theaging, the functional and often physical obsolescence, which ultimately does notrespond to the current demands in terms of teaching and learning methodologies,but also because of the low comfort and safety performances and of fruition andaccessibility problems (lack of compliance with“Universal Design”goals). In addition to the hydrogeological hazard that can affect some schools positionedin risk areas, one of the most urgent issues is related to the high seismic vulnera-bility characterizing most of the existing schools, which indeed were designed withrespect to gravity loading only.The identification of the seismic areas in Italy started at the beginning of thetwentieth century, through the instrument of the royal decree, issued after thedestructive earthquakes of Reggio Calabria and Messina on December 28, 1908.Since 1927, the areas hit by earthquakes have been divided into two categories, inrelation to their degree of seismicity and their geological constitution. Therefore,the seismic map in Italy was nothing but the map of the territories affected by thestrong earthquakes after 1908, while all the territories struck before that date (mostof the seismic areas of Italy) were not classified as seismic and, consequently, therewas no obligation to build in compliance with anti-seismic regulations.

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

371.6 CAJ b

Penerbit

Switzerland : Springer Nature., 2020

Deskripsi Fisik

327 hlm

Bahasa

English

ISBN/ISSN

9783030336875

Klasifikasi

371.6

Tipe Isi

text

Tipe Media

computer

Tipe Pembawa

online resource

Edisi

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Subjek

Educational Buildings, Physical Plants of School

Info Detail Spesifik

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Pernyataan Tanggungjawab

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Versi lain/terkait

Lampiran Berkas

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