Luxembourg's Learning Spaces: Activate the Urban Playground
Luxembourgish education is adapted to a multilingual environment visible in the secondary education. Unfortunately there has been a reinforced tendency of locating educational buildings far away from other important social infrastructures which provokes a physical fragmentation in the city fabric and impedes the accessibility to these facilities. This results from the general problematic within Luxembourgish planning of hierarchising land use and prioritising functions within a city by developerdriven parameters.
Do we have to accept this condition as architects or can't there be another approach to plan and design better learning environments?
Ambition
The project ’Luxembourg’s Learning Spaces’ questions the current circumstances within educational architecture in Luxembourg. The aim of this intervention is to challenge the existing physical frameworks and current design schemes for schools by suggesting a different school typology to its predecessors.
Programme
School+City+Fair
The school is an underestimated asset for the city and this project thus investigates the potential of the school and the city. Instead of ignoring the existing conditions of the site, the project aims to create learning facilities being able to adapt during the day and the year.
Presentation of 'Luxembourg's Learning Spaces: Activate the Urban Playground'
Time-sharing concept of the learning facilities
The proposed vocational school offers a time sharing concept of its learning spaces, accessible to the public and allowing a more sustainable and efficient use of them.The project aims to establish learning spaces within an urban setting, which take the benefits of the city and create a common ground for a demographic variety.
Activate the Urban Playground
The proposal strives for a dynamic metabolism between the school, the fair and the city. The aim is to change the current perception of schools by offering its facilities, the skills of the learners to the city and simultaneously feeding the school with the qualities of the context. Both can only benefit from each.
