Urednici / Editors Svetislav G. Popoviá & Svetlana K. … · ARHITEKTONSKI PROJEKTI ŠKOLA 22 ideje za 21. vijek ARCHITECTURAL SCHOOL PROJECTS 22 ideas for the 21th century Urednici

ARHITEKTONSKI PROJEKTI ŠKOLA 22 ideje za 21. vijek

ARCHITECTURAL SCHOOL PROJECTS 22 ideas for the 21th century

Urednici / Editors Svetislav G. Popoviá & Svetlana K. Peroviá

Unive

rzite

t Crn

e Gor

e / U

niver

sity o

f Mon

tene

gro

Arhit

ekto

nski

faku

ltet u

Pod

goric

i / Fa

culty

of A

rchit

ectu

re in

Pod

goric

a

Publikacija obuhvata 20 idejnih arhitektonskih rješenja osnovnih škola, generacije studenata 2010/11. godine, dopunjena sa dvije ideje školskih objekata za srednje obrazovanje, u crnogorskom kontekstu. Mentor na projektima studenata je bio doc.dr Svetislav G. Popoviá, sa saradnicima mr Svetlanom K. Peroviá, Jelenom Bajiá, Ivanom Babiá i Vladimirom Bojkoviáem. Nakon pet godina od kada je ova publikacija sklo-pljena i studenti je koriste u preliminarnom ele-ktronskom obliku, pokazala se, pored primarne literature, kao koristan materijal u rješavanju programskih zadataka studenata druge godine Arhitektonskog fakulteta u Podgorici, na pred-metu Sintezni projekat II- Skolski i predškolski objekti, kojim rukovodi doc. dr Svetislav G. Popo-viá. Sa namjerom da ove ideje prikažemo široj struônoj javnosti i ujedno afirmišemo i promovišemo rad studenata Arhitektonskog fakulteta u Podgorici, odluôili smo da ponudimo i formalno izdanje publikacije, u štampanom i elektronskom obliku.

UREDNICI

The publication includes 20 architectural solu-tions for primary schools, from the 2010/11 generation of students, supplemented with two ideas for secondary education school facilities, in the Montenegrin context. Mentor for the stu-dent projects was Svetislav G. Popoviá PhD, and his associates. Svetlana K.Peroviá MSc, Jelena Bajic, Ivana Babic and Vladimir Bojkovic.In five years since this publication was as-sembled, it has been used by students in the preliminary electronic form, and in addition to primary literature, it has been a useful material in resolving the program tasks of the second year students of the Faculty of Architecture in Podgorica on the course Synthesis design II: school and preschool facilities run by Svetislav G. Popoviá, PhD.With the intention to demonstrate these ideas to a wider public and at the same time affirm and promote the work of students of Faculty of Ar-chitecture in Podgorica, we have decided to of-fer a formal edition of the publication in printed and electronic form.

EDITORS

ARHITEKTONSKI PROJEKTI ŠKOLA 22 ideje za 21. vijek

ARCHITECTURAL SCHOOL PROJECTS 22 ideas for the 21th century

Urednici / EditorsSvetislav G. Popoviá & Svetlana K. Peroviá

IMPRESUM

NASLOV KNJIGE:ARHITEKTONSKI PROJEKTI ŠKOLA

22 ideje za 21. vijek

UREDNICI:Doc. dr. Svetislav G. Popoviá_ dipl.inž.arh.Doc. dr Svetlana K. Peroviá _ dipl.inž.arh.

REECENZENTI:Van. Prof. dr Milena Krklješ_ dipl.inž.arh.

Doc. dr Antonello Alici_ dipl.inž.arh.

IZDAVAC:Univerzitet Crne Gore / Arhitektonski fakultet u Podgorici

ZA IZDAVACA:Doc. dr. Svetislav G. Popoviá_ dipl.inž.arh._DEKAN

PREVOD NA ENGLESKI:Milica Miškoviá

Doc. dr Svetlana K. Peroviá _ dipl.inž.arh.

LEKTURA I KOREKTURA:Doc. dr Svetlana K. Peroviá _ dipl.inž.arh.

DIZAJN I TEHNICKA PRIPREMA:Ana Ramiá_ dipl.inž.arh.

Doc. dr Svetlana K. Peroviá _ dipl.inž.arh.

ŠTAMPA: 3M Makarije

TIRA�: 100

MJESTO I GODINA IZDANJA:Podgorica_ 2016.

IMPRESSUM

BOOK TITLE:ARCHITECTURAL SCHOOL PROJECTS22 ideas for the 21st century

EDITORS:Assist.Prof. Dr. Svetislav G. Popovic_ Dipl.-Ing.Arch.Assist. Prof. Dr. Svetlana K. Perovic_ Dipl.-Ing.Arch.

REVIEWERS:Assoc.Prof. Dr. Milena Krklješ_ Dipl.-Ing.Arch.Assist.Prof. Dr. Antonello Alici_ Dipl.-Ing.Arch.

PUBLISHER:University of Montenegro / Faculty of Architecture in Podgorica

FOR THE PUBLISHER:Assist.Prof. Dr. Svetislav G. Popovic, Dipl.-Ing.Arch._DEAN

TRANSLATE TO ENGLISH:Milica MiškovicAssist. Prof. Dr. Svetlana K. Perovic_ Dipl.-Ing.Arch.

PROOFREADING:Assist. Prof. Dr. Svetlana K. Perovic_ Dipl.-Ing.Arch.

DESIGN AND TECHNICAL PREPARATION: Ana Ramic_Dipl.Ing.Arch.Assist. Prof. Dr. Svetlana K. Perovic_ Dipl.-Ing.Arch.

PRINTING: 3M Makarije

CIRCULATION: 100

PLACE AND YEAR OF PUBLICATION:Podgorica_ 2016.

SADRŽAJ

RECENZIJA KNJIGE Van.Prof. dr Milena Krklješ_ dipl.inž.arh.

RECENZIJA KNJIGE

Doc. dr Antonello Alici_ dipl.inž.arh.

UVOD Prof. dr. Svetislav G. Popoviá_ dipl.inž.arh.Doc. dr Svetlana K. Peroviá _ dipl.inž.arh.

PROJEKTI ŠKOLA

CONTENT

BOOK REVIEWAssoc.Prof. Dr. Milena Krklješ_ Dipl.-Ing.Arch.

BOOK REVIEWAssist. Prof. Dr. Antonello Alici_ Dipl.-Ing.Arch.

INTRODUCTIONProf. Dr. Svetislav G. Popovic, Dipl.-Ing.Arch.Assist. Prof. Dr. Svetlana K. Perovic, Dipl.-Ing.Arch.

SCHOOL PROJECTS

6vvv

7FFF

8 FFFFFFF

10

6

Recenzija knjige

Publikacija sa naslovom Arhitektonski projekti škola, pod uredništvom dr Svetislava G. Popoviáa i dr Svetlane K. Pero-viá, rezultat je rada studenata na predmetu Sintezni projekat 2 - Školski i predškolski objekti i predstavlja izuzetno znaôajan doprinos razumevanju i uôenju predmetnog arhitektonskog programa. Ideja, da se na ovakav naôin prikaže raznovrstan i smisleno strukturiran pregled projekata iz tipologije školskih objekata, je nastala nakon višegodišnjeg iskustva profesora i saradnika u radu sa studentima. Sadržaj publikacije je bogat, sa izložena 22 projekta, ôije ideje obuhvataju preispitivanja prilagoðenosti školskih prostora deci i njihovim potrebama. Istražuju se razliôite varijacije programskih i funkcionalnih rešenja, interakci-ja forme, igre svetlosti, sve do uspostavljanja organskih odnosa sa prirodnim okruženjem, sa zajedniôkim ciljem artikulacije prostora škole kao stubom obrazovanja i podsticajem kreativnosti. Svaki primer predstavljen je tekstom koji jasno prikazuje koncept, stav i izraz autora. Poseban doprinos publikaciji predstavlja pristup ilustrova-nju svakog pojedinaônog projekta, kako u odnosu na broj i izbor ilustracija, tako i u odnosu na specifiônu kompoziciju vizuelnih dokumenata kojima se dodatno uspostavlja linija koja prati koncept.Cilj pisanja ove publikacije je bio da se buduáim studentima približi fenomen projektovanja školskih objekata, kroz kon-kretne rezultate njihovih kolega iz prethodnih generacija, te da im se ponude dodatne neophodne smernice za njihov buduái istraživaôki rad, kroz razvoj sopstvene ideje. Na ovaj naôin, formiran je koristan aparat za dalja prouôavanja u oblasti školskih, ali i drugih arhitektonskh tipologija. U celini, publikaciju smatram veoma korisnom i važnom za uôenje ar-hitekture, jer može koristiti kako buduáim studentima, tako i u istraživaôkoj praksi projektovanja savremenih školskih objekata.

Novi Sad _15. Avgust 2016.

Van. Prof. dr Milena KrklješFakultet tehniôkih nauka_Univerzitet u Novom Sadu

Book Review

Publication entitled Architectural school projects, edited by Dr. Svetislav G. Popovic and Dr. Svetlane K. Perovic, is the result of students’ work on the course Synthesis design 2 – School and preschool buildings and it represents a very important contribution to the understanding and study of the architecture program. The idea was created as a result of many years of experience of professors and associates work-ing with students and the need to in this way provide a versa-tile and meaningfully structured review of projects from the typology of school objects. The content of the publication is rich, with 22 presented pro-jects, and ideas that include examination of adaptation of school facilities to children and their needs. There is an exploration of different variations of program and functional solutions, forms, play of light, as well as the establishment of an organic relation-ship with the natural environment, continuously having a com-mon objective to articulate school premises as a pillar of edu-cation and foster of creativity. Each example is represented by text that clearly shows the concept, attitude and expression of the author. Special contributions to the publication is presented with the approach to illustrate each project, both in terms of the number and choice of illustrations, as well as in relation to the specific composition of documents, which further establishes the line that follows the concept in general.The aim of writing this publication was to familiarize students with the phenomenon of designing school facilities, through con-crete results of their colleagues from previous generations, and to give them the necessary guidelines for their future research activities through the development of their own ideas. In this way, a useful device is formed for further studies in the field of school, but also other typologies in the field of architectural ac-tivity. Therefore, the publication would be very useful and impor-tant for the study of architecture, both for future students and in the research practice of designing modern school facilities.

Novi Sad _ 15th August 2016.

Milena Krkljes_ PhD_ Associate professorFaculty of Technical Sciences_ University of Novi Sad

7

Book Review

The educational system is facing a difficult change all over the world, affected by thegrowing capacity of mobility of students and professors in high school and university.Aa a consequen-ce, the design of schools remains a central topic, aimed to offer to the young generations the best spaces for a safe and complete instruction.The history of modern architecture proves the interest of the communities and the capacity of the architects to conceive innovative schools and campuses for the education. Those pages of good and successfull architecture must be a solid ground for the students of architecture.For these reasons, the present book is worth to be published, as it presents the results of students work on the topic “Sc-hool and pre-school buildings” conceived and coordinated by Dr. Svetislav G.Popovic and Dr. Svetlana K. Perovic from the Faculty of Architecture in Podgorica, Montenegro.The ideas for a school buildings – from the primary school to the university – presented in this collection of works prove the capacity of the students to deal with programs, space and materials. The design and the descriptions of the proposals show the understanding of the needs of the future users, from the care for the surroundings, to the curriculum that can sha-pe the sequence of spaces, to the use of light and colors to give dynamism and contrast the omogeneity and repetition typical of the prefabrication.My hope is that these ideas for schools can circulate in form of exhibition together with the present book, in order to raise more discussions on this relevant topic.

Ancona_10th September 2016.

Antonello Alici_Architect _Ph.D.Assistant ProfessorDipartimento di Ingegneria Civile Edile e Architettura/Department of Civil and Building Engineering and ArchitectureUniversità Politecnica delle Marche/ Marche Polytechnic University _Ancona_Italy

Recenzija knjige

Obrazovni sistem se suoôava sa teškim promjenama svuda u svijetu pod uticajem rastuáih kapaciteta za mobilnost stude-nata i profesora iz srednjih škola i univerziteta. Kao posledica ovoga, dizajn škola ostaje centralna tema, usmjerena ka cilju da mladim generacijama pruži najbolje prostore za bezbjednu i kompletnu nastavu. Istorija moderne arhitekture pokazuje interes zajednica i kapacitete arhitekata da osmisle inovativne škole i kampuse za obrazovanje. Te stranice dobre i uspješne arhitekture su sigurno solidna baza za studente arhitekture.Zato je ova knjiga vrijedna publikovanja kao prezentacija rezultata rada studenata na temu „Školski i predškolski objekti“, pod idejom i koordinacijom dr Svetislava Popoviáa i dr Svetlane K. Peroviá sa Fakulteta Arhitekture u Podgorici, Crna Gora. Ideje za školske objekte – od osnovnih do srednjih škola – koje su predstavljene u ovoj zbirci radova dokazuju kapacitet studenata da savladaju program, prostor i materijale. Diza-jn i opisi predloga pokazuju razumijevanje potreba buduáih korisnika, od voðenja raôuna o okruženju do programa koji može da oblikuje sekvencu prostora, do upotrebe svjetla i boja za dobijanje dinamiônog efekta i kontrasta izmeðu ho-mogenosti i ponavljanja tipiônog za prefabrikaciju.Nadam se da áe ove ideje za škole moái da cirkulišu u obliku izložbe zajedno sa predstavljenom knjigom kako bi se pokre-nula diskusija na ovu veoma važnu temu.

Ancona_10. Septembar 2016.

Doc. dr Antonello AliciDepartman za graðevinarstvo i arhitekturuPolitehniôki Univerzitet Marche_Italija

8

UVOD

Sve je osjetljivije pitanje nekonvencionalnosti objekta i njegove trajnosti na graniônoj liniji, mjestu preklapanja kulturološke i prostorne posebnosti i multivalentnog vremena. To je posebno važno, u procesu transformacije fiziôkog prostora u ideju koja treba da interpretira namjenski determinisan prostor za osjetljivu kategoriju korisnika, djecu, u 21. vijeku. Publikacija sadrži 22 ideje savremenog odnosa prema arhitektonskom programu za primarno obrazovanje u Crnoj Gori, koje su predložili studenti druge godine Arhitektonskog fakulteta u Po-dgorici, uz pomoá profesora i saradnika, na predmetu Sintezni projekat II - školski i predškolski objekti. Intencija mentora da fizicki prostor postane ideja, a studenta da tu ideju adekvatno interpretira, u predloženim projektantskim rješenjima, jasno je istaknuta. U procesu razvoja ideje, ispoljena je potreba za transformacijom konvencionalno inherentnog odnosa prema razvoju arhitektonskih programa za edukaciju, u Crnoj Gori. Oslanjajuái se na fleksibilnije sadržajne i strukturne razmjere školskih objekata, u ôijim okvirima se razvijaju raznolike metodološke paradigme za primarnu edu-kaciju djece, proizašle su ideje studenata druge godine Arhitektonskog fakulteta u Podgorici. Sam proces projektovanja je bio kompleksan, od izbora lokacije u širem kontekstu, koncepta, razvoja ideje, do tehniôke interpretacije rješenja. Projektni zadatak je artikulisao u odreðenoj mjeri tipski karakter objekta, sa univerzalnim uslovima za lociranje, širi kontekst, od južne, centralne do sjever-ne zone Crne Gore. Sloboda je postojala, ali je bilo potrebno kontrolisati.U konceptualnom dijelu, studenti su polazili od kljuônih rijeôi, tema, za svoju ideju. U tom pravcu, neka od konaônih rješenja su naslovljna na sledeái naôin: Moderna škola-funkcionalno i estetski osmišljen prostor po mjeri savremenog djeteta; Smjene atrijuma i poluatrijuma, Kurikulum; Pri-rodno svjetlo kao podsticaj; Arhitektura i priroda, Grupa; Igra svjetlosti na blagoj padini; Škola slo-bodnog duha; Novi koncept obrazovanja; Tvrðava znanja; Škola - zadovoljstvo; Kreativnost; Ideja o projektu škole, Prepoznavanje namjene objekta kroz posmatranje forme; Djeôiji duh; „Arhitektura je vizuelna umjetnost, a zgrade priôaju za sebe“ /Julia Morgan/, Metamorfoza leptira; Obrazovanje je moja religija; Spona; List. Te kljuône rijeôi, ovdje su poslužile kao inspiracije za ideju i artikulisale u znaôajnoj mjeri koncept, odvojivši autora od klasiônog poimanja projektovanja školskih objekata po funkcionalno-formalnim standardima. U školi, dijeca se, osim što uôe, psiho-fiziôki razvijaju, a za to je neophodno obezbijediti uslove, sa naglaskom na istraživanje, igru, komunikaciju, konekciju sa prirodom i okruženjem. U predmetnoj tipologiji objekata, preklapanje prirodnog i artificijelnog imalo je centralno mjesto. Uz pomoá apsorbovanih znanja na predavanjima o klasiônim i savremenim standardima pro-jektovanja školskih objekata, a uz podršku profesora i saradnika, studenti su osnaženi da kroz sopstveni projekat, artikulišu nove ideje i pristupe u projektovanju kreativnih, fleksibilnih, uni-verzalnih, humanih, arhitektonskih prostora za primarnu edukaciju djece. Vjerujemo u doprinos koji slijedi.

Svetislav G. Popoviá & Svetlana K. Peroviá

9

INTRODUCTION

There is a prevailingly sensitive issue of unconventionality of a building and its sustainability on the border line, the overlap of cultural and spatial uniqueness and multivalent time. This is particularly important in the process of transforming the physical space into an idea that needs to interpret the space intended for sensitive category of users, children in the 21st century.The publication contains 22 ideas of the modern attitude towards the architectural program for primary education in Montenegro, proposed by the students of the second year of the Faculty of Architecture in Podgorica, with the help of professors and associates on the course Synthesis design II school and pre-school facilities.There is a clearly pronounced intention of mentors to make the physical space become an idea and of students to adequately interpret that idea with proposed design solutions. In the process of idea development there is an expressed need for transformation of inherently conventional attitudes towards the development of architectural education programs in Montenegro. Ideas of the second year students of the Faculty of Architecture in Podgorica have resulted from relying on more flex-ible content and structural proportions of school buildings, within which diverse methodological paradigm for the primary education of children are being developed. The design process was com-plex, from the choice of locations in a wider context, the concept, idea development, to the technical interpretation of solutions. The project task articulated to some extent the typical character of the building, with universal locating conditions, a broader context, from the southern, central to the northern zone of Montenegro. Freedom was there, but it needed to be controlled.In the conceptual part the students start from key words and themes for their idea. In this regard, some of the final solutions were titled as follows: A modern school – functionally and esthetically designed space by standards of a modern child, Atrium and semi atrium alteration, Curriculum, Natural light as an impulse, Architecture and Nature, Group, Play of light on a gentle slope, Free spirit school, A new concept of education, The Fortress of knowledge, School- satisfaction, Creativ-ity, School Project Idea, Recognition of the facility purpose through observation of its form, Child’s spirit, “Architecture is a visual art, and the buildings speakfor themselves.“/Julia Morgan/, Meta-morphosis of a butterfly, Link, Leaf. These key words served here as an inspiration for the idea and have articulated the concept significantly, separating the authors from the classical understanding of the design of school buildings by the functional and formal standards. At school, in addition to what they learn, children develop mentally and physically, and for this it is necessary to provide the conditions, with the emphasis on exploration, play, communications, connection with nature and the environment. Overlapping of natural and artificial had a central place in the course typology.With the help of absorbed knowledge in lectures on classical and contemporary standards of design of school buildings, and with the support of professors and associates, students are empowered to, through their own project, articulate new ideas and approaches in the design of creative, flexible, universal, hu-man, architectural spaces for primary education of children. We believe in the contribution that follows.

Svetislav G. Popovic & Svetlana K. Perovic

10

Moderna škola-funkcionalno iestetski osmišljen prostor po mjeri savremenog djeteta

GOJKO MITROVIÚ

Smjena atrijuma i poluatrijumaJOVANA LIŠÛEVIÚ

KurikulumMARINA BOTICA

Prirodno svjetlo kao podsticajTAMARA ÐUKIÚ

Arhitektura i prirodaDANIJELA MIJAJLOVIÚ

GrupaDUBRAVKA ŠUŠIÚ

Srednja Arhitektonska školaTradicionalno-buntovna škola

NIKOLETA BRANKOVIÚ

Srednja arhitektonsko-graðevinska škola MIROSLAV VUKÛEVIÚ

Igra svjetla na blagoj padini MILICA ÐUROVIÚ

Škola slobodnog duhaMIRKO MUGOŠA

Novi koncept obrazovanjaANA MIÛIÚ

Tvrðava znanjaBRANKO LUTOVAC

Škola-zadovoljstvo ANJA RADOVIÚ

KreativnostBOJANA KOKOTOVIÚ

A modern school – functionally and esthetically designedspace by standards of a modern childProfGOJKO MITROVIÚ

Atrium and semi atrium alterationJOVANA LIŠÛEVIÚ

CurriculumMARINA BOTICA.Natural light as an impluseTAMARA ÐUKIÚ

Architecture and NatureDANIJELA MIJAJLOVIÚ

Group DUBRAVKA ŠUŠIÚ

High school of ArchitectureTraditionally-resistive schoolNIKOLETA BRANKOVIÚ

High school for architecture and civil engineeringMIROSLAV VUKÛEVIÚ

Play of light on a gentle slope MILICA ÐUROVIÚ

Free spirit school MIRKO MUGOŠA

A new concept of education ANA MIÛIÚ

The Fortress of knowledgeBRANKO LUTOVAC

School- satisfactionANJA RADOVIÚ

CreativityBOJANA KOKOTOVIÚ

11

Ideja o projektu škole DUBRAVKA TOMÛIÚ

Prepoznavanje namjene objekta krozposmatranje formeDRAGOVOJA ASTRIT

Djeôiji duhMAJA KRUŠIÚ

“Arhitektura je vizuelna umjetnost a zgrade priôaju zasebe”. /Julia Morgan /

TIJANA MILIÚ

Metamorfoza leptiraÐORÐE MRDAK

Obrazovanje je moja religijaMARK DUSHAJ

SponaMILOŠ ÐIKANOVIÚ

ListANÐELA KRSMANOVIÚ

School Project IdeaDUBRAVKA TOMÛIÚ

Recognition of the facility purpose throughobservation of its form DRAGOVOJA ASTRIT

Child’s spiritMAJA KRUŠIÚ

“Architecture is a visual art, and the buildings speakfor themselves.“/Julia Morgan/TIJANA MILIÚ

Metamorphosis of a butterfly ÐORÐE MRDAK

Education is my Religion MARK DUSHAJ

Link MILOŠ ÐIKANOVIÚ

Leaf ANÐELA KRSMANOVIÚ

12

Predmet projektovanja je arhitektonsko rješenje osnovne škole na prostoru Crne Gore koja treba da bude u skladu sa potrebama i zahtjevima savremenog obrazovanja i društva.Projekat je univerzalnog dizajna, pristupaôan je i dostupan za sve korisnike, sa akcentom na osobe sa posebnim potrebama. Kroz razvoj ideje i proces projektovanja škole nastojalo se od-govoriti kako na zahtjeve precizirane programskim zadatkom, tako i na par kljuônih pitanja koja se odnose na projektovanju objekata kulturnog znaôaja. Rijeô je o „prvom javnom prosto-ru“ sa kojim se veáina djece susreáe, a u kojima su objedinjena prirodna i urbana iskustva. Unutrašnji prostor zgrade organizo-van je prema savremenim potrebama djece, razliôitih uzrasta, obogaáen raznovrsnim programskim sadržajima i predstavlja logiôan slijed dogaðaja nastao razvojem polaznih premisa. Jasna podjela prostora s pragmatiônim vezama stvara idealne uslove za organizovanje boravišnih jedinica kojima je lako komunici-rati. Uz vizuelnu komunikaciju kroz objekat interesantan je do-jam ostvarenog pogleda prema nebu, koji je dobijen uvoðenjem atrijuma i krovnog nadsvjetla u centralni korpus zgrade, zbog ravnomjerne raspodjele dnevnog osvjetljenja. Jednostavna dispozicijska šema prostora, upravo otvaranjem prema zajed-niôkim prostorijama, otvorenim i zatvorenim, stvara novi kvalitet.Danas su djeca ôesto kod kuáe sama i žive u nekoj vrsti kul-turne izolacije. Druženje sa svojim vršnjacima zamjenjuju virtuelnim druženjem. Škola je mjesto koje im omoguáa-va kontakt sa razliôitim socijalnim strukturama, drugaôi-jim navikama, shvatanjima, potrebama, ponašanjem. Zbog toga, školski ambijent je potrebno projektovati po prin-cipu prostorne i funkcionalne fleksibilnosti i dostupnosti.

The subject is a preliminary design of a building for pri-mary schools in Montenegro, which should be in accord-ance with the needs and demands of contemporary society. The project has universal design, which means that it is afford-able and accessible for all users, with emphasis on people with special needs. Development of the idea and design process on the school project sought to respond to the requirements speci-fied in the task, and few key issues encountered in the design of cultural content. This is “the first public space” that children encounter, and that combines natural and urban experiences. Interior building space is organized according to the contempo-rary needs of children of different ages and it is fulfilled with diverse program content, representing a logical development of transient premises. Clear division of space with a pragmatic relationship creates ideal conditions for organizing the resi-dence units easy to communicate through. Beside visual com-munication, through the building an interesting impression is achieved by the view of the sky, obtained by introduction of roof skylights in the central part of the building, for an even distribu-tion of daylight. The simple dispositional space scheme creates a new quality by opening to open and closed common areas.Nowadays, children are often home, alone and living in a kind of cultural isolation. Socializing is replaced with virtual socializing. School is a place that gives them contact with children from differ-ent social structures, with different habits, attitudes, needs, and behaviors. That is why the school environment should be designed by the principle of spatial and functional flexibility and availability.

NASTAVNIK/ PROFESSOR: Prof. dr Svetislav G. Popoviá SARADNIK/ ASSISTANT: M. Arch. Svetlana PeroviáSTUDENT/ STUDENT: Gojko Mitroviá

TEMA: Moderna škola-funkcionalno i estetski osmišljen prostor po mjeri savremenog djeteta

TOPIC: A modern school – functionally and esthetically designed space by standards of a modern child

ARHITEKTONSKI PROJEKTI OSNOVNIH ŠKOLA ARHITEKTONSKI PROJEKTI OSNOVNIH ŠKOLA ARHITEKTONSKI PROJEKTI OSNOVNIH ŠKOLA ARHITEKTONSKI PROJEKTI OSNOVNIH ŠKOLA PROJEKTI OSNOVNIH ŠKOLA ARHITEKTONSKI PROJEKTI OSNOVNIH ŠKOLA ARHITEKTONSKI PROJEKTI OSNOVNIH ŠKOLA ARHITEKTONSKI PROJEKTI OSNOVNIH ŠKOLA ARHITEKTONSKIARHITEKTONSKI PROJEKTI OSNOVNIH ŠKOLA ARHITEKTONSKI PROJEKTI OSNOVNIH ŠKOLA ARHITEKTONSKI PROJEKTI OSNOVNIH ŠKOLA ARHITEKTONSKI PROJEKTI OSNOVNIH ŠKOLA PROJEKTI OSNOVNIH ŠKOLA ARHITEKTONSKI PROJEKTI OSNOVNIH ŠKOLA ARHITEKTONSKI PROJEKTI OSNOVNIH ŠKOLA ARHITEKTONSKI PROJEKTI OSNOVNIH ŠKOLA ARHITEKTONSKIARHITEKTONSKI PROJEKTI OSNOVNIH ŠKOLA ARHITEKTONSKI PROJEKTI OSNOVNIH ŠKOLA ARHITEKTONSKI PROJEKTI OSNOVNIH ŠKOLA ARHITEKTONSKI PROJEKTI OSNOVNIH ŠKOLA

13


14

1 . hol 2. multifunkcionalni prostor 3. administracija 4. trpezarija sa kuhinjom5. uôionice za niže razrede 6. sanitarni ôvor7. prostor za uôionice u prirodi 8. fiskulturni blok9. zdravstvena zaštita

1. lobby 2. multifunctional space3 . administration4. dining room and kitchen5. classrooms for lower grades6. sanitary facilities7. classrooms in nature8. gym bloc9. medical care

PRIZEMLJE / GROUND FLOOR

1. uôionice za niže razrede2. uôionice za više razrede3. medijateka4. biblioteka5. internet sala6. ôitaonica7. prostor za produženi boravak 8. sala za manifestacije 9. sanitarni ôvor

1. classrooms for lower grades2. classrooms for higher grades3. media centar4. library5. internet room6. reading room7. space for extended stay8. hall for events9. sanitary facilities

PRVI SPRAT / FIRST FLOOR

15

SJEVERNA FASADA / NORTH FACADE

JUŽNA FASADA / SOUTH FACADE

ZAPADNA FASADA / WEST FACADE

ISTOÛNA FASADA / EAST FACADE

PRESJEK 1 / SECTION 1


16

3D MODEL_ EKSTERIJER/ EXTERIOR



17

3D MODEL_ ATRIJUM/ ATRIUM

ENTERIJER UÛIONICE/ CLASSROOM INTERIOR

3D MODEL_ ATRIJUM/ ATRIUM

18

Arhitektura i obrazovanje se povezuju u tzv. „simbiotiôku“ vezu kako bi se stvorila kompleksna sredina okrenuta djeci, koja im omoguáava sticanje novih znanja, te podstiôe socijalni, fiziôki i psihiôki razvoj. Tokom osnovne škole, dijete treba da bude podstaknuto da istražuje prostor koji ga okružuje. Razmišlja-juái upravo o takvoj sredini nastaje razuðena osnova prizemlja razdvajanjem razliôitih funkcionalnih zona tzv. ‘džepovima’, od-nosno praznim prostorima. Taônije, finalna osnova nastaje od-sijecanjem djelova od njene poôetne koherentne cjeline. Tako se kroz ôitav projekat provlaôi element centralnog atrijuma i veáeg broja poluatrijuma, nastalih upravo oduzimanjem odreðenih dje-lova od cjeline. Oni služe zbližavanju objekta i okoline; uvlaôenju prirodnog okruženja u unutrašnjost objekta - formirajuái tako jedan topao, prijatan ambijent, veoma bitan korisnicima istog tog prostora - djeci. Pored toga, ovi otvoreni prostori podstiôu djecu da razmišljaju, istražuju, uôe kroz igru, pa se osim jednog takvog centralnog prostora javlja i veái broj decentralizovanih poluatrijuma rasprostranjenih po ôitavom prizemlju škole što ih ôini pristupaônim djeci svih uzrasta.

Architecture and education are linked in so-called ‘symbiotic’ relationship in order to create a complex environment turned to children, enabling them to acquire new knowledge, and encourage social, physical and psychological development. During elemen-tary school, a child should be driven to explore the space that surrounds them. Thinking about that kind of environment cre-ates jagged ground floor which is formed by separating differ-ent functional areas with so-called ‘pockets’, that is empty open spaces. More specifically, the final ground floor plan is made by cutting off parts from its initial coherent whole. So the whole project runs through the element of central atrium and number of semi-atriums made by subtracting certain parts of the whole. They serve to bring closer the object and the environment, drag-ging the natural environment into the interior of the building, forming a warm, friendly atmosphere which is very important for users of the same area – children. Besides that, these open spaces encourage reflection, exploring, learning through play…so except for one central open space, a number of decentralized semi atriums occur scattered all over the school ground floor plan, which makes them accessible to children of all ages.

NASTAVNIK/ PROFESSOR: Prof.dr Svetislav G. Popoviá SARADNIK/ ASSISTANT: M.Arch. Svetlana PeroviáSTUDENT/ STUDENT: Jovana Lišôeviá

TEMA: Smjena atrijuma i poluatrijuma TOPIC: Atrium and semi atrium alteration


19


20

1. vjetrobran2. glavni hol3. stepeništa4. koridori5. uôionice 1.-4.razred6. ljetnje uôionice7. sanitarije ž8. santitarije m9. trpezarija10. kuhinja11. ostave12. sanitarije ž13. sanitarije m14. biblioteka15. ôitaonica16. sanitarije ž17. sanitarije m18. stepenište19. sanitarije ž20. sanitarije m21. kafe kuvarica22. prostorije za nastavnike23. finansijska služba24. sekretar25. zamjenik direktora26. direktor27. zbornica28. psiholog29. pedagog30. stomatolog31. fiskulturna sala32. svlaôionice33. sanitarije34. tuševi35. rekviziti36. profesor fiziôkog37. stepenište38. garderoba

1. windshield2. main hall3. stairs4. corridors5. class. 1st - 4th grade6. open air classrooms7. toilets8. toilets9. eating10. kitchen11. storage12. toilets13. toilets14. library15. reading room16. toilets17. toilets18. stairs19. toilets20. toilets21. coffee cook22. professor’s room23. financial officer24. secretary25. deputy principal26. principal27. events calendar28. psychologist29. pedagogue30. dentist31. gym32. locker room33. toilets34. showers35. requisites36. physical education professors37. stairs38. cloakroom


PRVI SPRAT / FIRST FLOOR 39. stepenište40. koridor41. uôionica42. sanitarije ž.43. sanitarije m.44. stepenište45. medijateka46. sanitarije ž.47. sanitarije m.48. sanitarije za invalide49. rampa50. uôionice 5.-8. raz.51. produženi boravak52. sanitarije ž.53. sanitarije m.54. kabinet za jezike55. kabinet za fiziku56. kabinet za hemiju57. kabinet za biologiju58. kabinet za likovno59. kabinet za muziôko60. kabinet za tehniôko61. kabinet za inform.62. sanitarije ž. 63. sanitarije m.64.koridor65. garderoba

39. stairs40. corridors41. calssroom42. toilets43. toilets44. stairs45. multi-purpose space46. toilets47. toilets48. toilets for disabled persons49. ramp50. class. 5- 8th grade51. extended stay52. toilets53. toilets54. foreign languages55. physics56. chemistry57. biology58. arts and crafts59. music60. technical education61. compputers62. toilets63. toilets64. corridors65. cloakroom

21

PRESJEK B-B / SECTION B-B





PRESJEK A-A / SECTION A-A

22

23

24

Rad na principima kurikuluma zasniva se na mišljenju kako je u nižim razredima osnovne škole bolje i važnije djeci pružiti više razliôitih prilika za uôenje, kako bi razvijali osnovne vještine i kreativnost i poveáali razumijevanje pojava u svakodnevnom ži-votu. Zato je od posebnog znaôaja da se u današnjim obrazovnim ustanovama obezbijede prostori u kojima áe se, pored obavezne nastave, omoguáiti djeci kreativni rad, u grupama i individualno.Škola je koncipirana tako da je prizemlje osloboðeno nastavnih prostora, ôime se poveáava površina namijenjena za društvene aktivnosti, za niže i više razrede zajedno - medijateka, glavni hol sa moguánošáu povezivanja sa višenamjenskim prostorom, zajedniôka trpezarija, biblioteka na dva nivoa. Na spratovima se pojavljuje odvajanje manjeg dijela, za mlaðu djecu, od glav-nog, namijenjenog starijoj djeci. Tako se pored uôionica za niže razrede organizuju kreativne radionice, posebni sanitarni ôvor i garderoba. Ovakvim rasporedom sadržaja, po spratovi-ma, omoguáava se rad sa djecom u manjim grupama, i samim tim posveáivanje više pažnje svakom djetetu posebno. U djelu za više razrede smješteni su kabineti. Ova dva dijela odvo-jena su proširenjem koje ima funkciju produženog boravka.Kreativne radionice i brojni zajedniôki prostori razvijaju kod djece osjeáaj povezanosti, radoznalost, samopouzdanje, i spremnost na saradnju, što su kljuôni elementi kurikuluma.

Work on curriculum principles is based on the belief that children in lower classes of elementary school have to be provided with different opportunities for learning, so they can develop their basic skills and creativity, as well as their understanding of everyday situations. Therefore it is very important that modern educational institutions contain both elementary courses, and individual or group creative work. Concept of the school is based on the ground floor without classrooms and enriched with spaces for social activities for both lower and higher classes – a multimedia room, main hall connected with multifunctional spaces, common dining space, two-level library. The upper floors have smaller spaces for children in lower classes and separate main spaces for chil-dren in higher classes. Near the classrooms, there are crea-tive work shops, special sanitary facilities and wardrobes. This arrangement of school contents allows working with children in smaller groups and more attention for each child. In spac-es for children in higher classes there are cabinets. These two spaces are separated by a small social activity place.Creative workshops and plenty common spaces develop sense of connection, curiosity, self-confidence and will for col-laboration – all of which are key elements of the curriculum.

TEMA: Kurikulum TOPIC: Curriculum

NASTAVNIK/ PROFESSOR: Prof.dr Svetislav G. Popoviá SARADNIK/ ASSISTANT: M.Arch. Svetlana PeroviáSTUDENT/ STUDENT: Marina Botica


25


26

1. ulaz2. portirnica3. glavni hol4. višenamjenski prostor5. kuhinja i trpezarija6. zbornica7. administrativni blok8. biblioteka9. zdravstveni blok10. fiskulturni blok11. fiskulturna sala12. medijateka13. sanitarni ôvor za osobe sa invaliditetom14. radionica

1. entrance2. porter3. main hall4. multifunctional space5. kitchen and dining space6. assembly hall7. administrative bloc8. library9. medical bloc10. gym bloc11. gym hall 12. multimedia room13. sanitary facilities for people with disabilities 14. janitor room



1. uôionica2. kabinet sa pripremnom prostorijom3. biblioteka4. garderoba5. kreativna radionica6. sanitarni ôvor za osobe sa invaliditetom

1. classroom2. cabinet with auxiliary room 3. library4. wardrobe5. creative workshop6. sanitary facilities for people with disabilities

27







28




29


3D MODEL_ ENTERIJER/ INTERIOR


30

Pedagoški koncept je kljuô arhitektonske strategije ove škole. Namjera je bila izbalansirati pristup tradicionalnih „zat-vorenih“ uôionica i ideju „otvorenog plana“. Uôenici su po-dijeljeni u tri grupe što rezultira priliônom fleksibilnošáu, a opet, ne stvara preveliku distrakciju. Naravno, susreáu se u samom središtu škole koje je pretežno otvoreno ka spolja.Na ulazu je usvojena visoko ekspresivna arhitekton-ska forma koja može biti objašnjena kao dramatiôna ilus-tracija snage i kreativne energije. Ova poruka je otelotvorena u eksploziji kinetiôke drame na planu, koja viðena u trodimen-zionalnom obliku predstavlja sudar mirnih i dramatiônih poteza.

A pedagogic concept was the key aspect of this architectural strategy. The intent is to balance the traditional closed class-room approach with a more open-plan communal idea. Pupils are divided into three groups, which are infinitely flexible, but do not create too many distractions. Of course, they all meet at the center of the school, which is open towards outside.A highly expressive architectural form which can be interpreted as a dramatic shape of the strength and creative energy is pre-sented at the entrance. This message is embodied within the ex-ploding kinetic drama of the plan form, which seen in its three di-mensional architecture, is a collision of calm and dramatic moves.

TEMA: Prirodno svjetlo kao podsticaj TOPIC: Natural light as an impluse


NASTAVNIK/ PROFESSOR: Prof.dr Svetislav G. Popoviá SARADNIK/ ASSISTANT: M.Arch. Svetlana PeroviáSTUDENT/ STUDENT: Tamara Ðukiá

31


32

1.ulazni hol2. medijateka3. trpezarija4. kuhinja5. kabinet6. koridor7. garderoba8. saniterni ôvor9.biblioteka10.ôitaonica11.ôekaonica12.arhiva13.stomatolog14.psiholog15. pedagog16.pedijatar17. sala za predavanja18. kabinet za likovno19.prijem roditelja20.fiskulturna sala21.ostava za sprave22.sanitarni ôvor23.kabinet za profesora24.portir 25.portir

1. entrance hall2. multi-media room3. dining room 4. kitchen5. classroom6. hall7. wardrobe8.toilet9.library10. reading room11. waiting room12.archives13. dentist14. psychologist15. pedagogue16.paediatrician17. presentation room18. art classroom19.parent’s room20. gymnasium21. gym storage22. toilet23.gym teacher24.gym porter25. porter



PRESJEK / SECTION

1.koridor2.kabinet3.jezici4.kabinet za biologiju i hemiju5.kabinet za fiziku6.kabinet za muziôko7.garderoba8.sanitarije9.kabinet za informatiku10.kabinet za tehniôko obrazovanje11.zbornica12.direktor13.zamjenik direktora14.sekretar15.fotokopirnica16.administracija17.kafe kuhinja18.finansije19.ostava za ôistaôice20.raôunovodstvo21.multi- medijateka

1.hall2.classroom3. languages4.biology and chemistry class5.fisics6.music class7. wardrobe8.toilet9.computer class10.technical class11. teachers room12. principal13.deputy14.secretary15.photocopying16.administration17.coffie kitchen18.finans19.cleaning storage20. accounting21.multi-media

33

FASADA 1 / FACADE 1

FASADA 4 / FACADE 4

FASADA 2 / FACADE 2

FASADA 3 / FACADE 3

34

Važnost koju arhitektura škola, muzeja, raznih obrazovnih insti-tucija i parkova ima na razvoj djece i naôin na koji uôe svijet oko sebe, nemjerljiva je. Odnos uôenika i škole, odnos je koji je potreb-no pretvoriti u idealno mjesto djetinjstva. Drugim rijeôima, škole i ostale obrazovne institucije možemo zvati i trodimenzionalnim udžbenicima. Stoga je ovaj projekat prije svega individualni pristup djetetu. Raznovrsni prostori ôine da se u njemu razviju razliôiti tipovi uôenja, dizajn omoguáava školi da razvije svoje potencijale.Glavna komunikacijska osa postavljena je u smjeru istok – zapad, širi se i potpuno otvara vertikalno prema gore ôineái glavno mje-sto susreta. Prirodna svjetlost prodire kroz tri nivoa, do samog jezgra zgrade, omoguáavajuái vizuelnu dostupnost iz svih pravaca. Umjesto zatvorenih prostora postavljena su „ostrva za sjedenje“ i živahni stolovi za piknik za kojima se okupljaju uôenici i uôitelji.Longitudinalno prostiranje spoljašnjosti objekta istaknu-to je velikim staklenim površinama koje artikulišu sa na-izgled sluôajnim nizom preôki, dok je omotaô drvo koje omoguáava disanje objekta i postiže kompromis izmeðu prirodnog i humanizovanog ambijenta. Forma je dinamiôna i na njoj se mogu oôitati funkcionalni zahtjevi objekta kao i podjela objekta na administrativnu, nastavnu i javnu cjelinu.

The importance of architecture of educational and cultural in-stitutions and public spaces for children’s development and the way they study the world around them is immeasurable. The relationship of students and schools is the relationship which needs to be converted into an ideal place of childhood. In other words, schools and other educational institutions may be con-sidered as three-dimensional textbooks. Therefore, this project is primarily an individual approach to the child. A wide variety of spaces make it possible to develop different types of learn-ing and school design allows the school to develop its potential.The main communication axis is set in the east - west direction, expanding and fully opening vertically upwards making up the main meeting place. Natural light penetrates through three levels, to the very core of the building, allowing visual access from all directions. Instead of closed spaces there are “seating islands” and lively picnic tables for gatherings of students and teachers.Longitudinal extent of the object’ exterior is emphasized by large glass surfaces that articulate with a seemingly random series of rungs while the shell is a tree that allows the facil-ity to breathe and achieves a compromise between the natural and humanized environment. Form is dynamic and it reads the functional requirements of the facility as well as the division of the facility to administrative, teaching and public entities.

TEMA: Arhitektura i priroda TOPIC: Architecture and Nature


NASTAVNIK/ PROFESSOR: Prof.dr Svetislav G. Popoviá SARADNIK/ ASSISTANT: M.Arch. Svetlana PeroviáSTUDENT/ STUDENT: Danijela Mijajloviá

35


36

1.ulazni hol sa vjetrobranom 2.glavni hol3.hol sa zelenilom 4.vertikalne komunikacije 5.lift za lica sa p. potr.6.toaleti za uôenike 7.frontalna nastava 8.grupna i ind. nastava 9.pomoána prostorija 10.frontalna nastava 11.ljekar 12.pedagog 13.psiholog 14.ulaz za nastavnike 15. toaleti za nastavnike16.pomoánik direktora 17.sekretar 18.direktor 19.arhiva 20.zbornica 21.ôajna kuhinja 22.trpezarija

1. entrance lobby2. main lobby3. obby with a green4. vertical communication5. Lift for per. with special needs.6. toilets for pupils7. frontal teaching8. group and ind. Teaching9. auxiliary facilities10. frontal teaching11. doctor12. pedagogue13. psychologist14 entry for teachers15.toilets for teachers16. assistant director.17. secretary18.director19. archive20. assembly hall21. kitchenette22. dining room



1.kabinet za biologiju 2.priprema 3.galerija 4.vertikalne komunikacije 5.lift za lica sa p. potr. 6.toaleti za uôenike 7.frontalna nastava 8.grupna i ind. nastava 9.pomoána prostorija 10.frontalna nastava 11.stomatolog 12.priprema 13.kabinet za fiziku 14.kabinet za hemiju 15.priprema 16.kabinet za muziôko 17. kabinet za likovno

1.cabinet of biology2. auxiliary facilities3. gallery4. vertical communication5. lift for p. with special needs6. toilets for pupils7. frontal teaching8. group and ind. Teaching9. auxiliary facilities10. frontal teaching11. dentist12. auxiliary facilities13. cabinet of physics14. cabinet of chemistry15. auxiliary facilities16. cabinet for art17.cabinet for music

fiskulturni blok 1. topla veza 2.prljavi hodnik 3.garderobe 4.tuševi-pranje do pola 5.nastavnik-prva pomoá 6.spravarnica7.ôisti hodnik 8.sala

gym block1. hot links2. dirty corridor3. wardrobe4. showers to wash half5. teacher-first aid6. storage for devices7. clean hallway8. gym

37

FASADA 1 / FACADE 1

FASADA 4 / FACADE 4

FASADA 3 / FACADE 3

FASADA 2 / FACADE 2

PRESJEK / SECTION

38

Dok sam skicirala ovu školu, razmišljala sam o znaôaju grupe i grupnog rada. Timski rad, posebno u mlaðem uzrastu, zanimlji-viji je i produktivniji od individualnog. Timski rad znaôi druženje, zabavu, uôenje kroz igru, pomaganje drugima. Tim djece ima više šanse za uspjeh od pojedinca. U uôionici grupe rade zajedno. Nakon ôasova nastavljaju druženje u prostorijama za produženi boravak i zajedno rade domaáe zadatke, pretražuju Internet, gle-daju TV, ôitaju knjige u biblioteci ili užinaju u trpezariji. Moja ideja je bila da projektujem školu koja áe svojim izgledom podsticati na zabavu, igru, dobro raspoloženje. Školu u kojoj áe boravak biti obogaáen raznim vanastavnim moguánostima i aktivnostima koje toliko fale veáini škola koje smo pohaðali. Školu u kojoj áe se djeca moái družiti i zabavljati pri svakom koraku, školu u kojoj áe zajed-niôki prostori podsjeáati na naše dnevne boravke. Školu sa puno svjetlosti, sa prirodom van i unutar nje, školu u boji!

While sketching this school, I was thinking about the advantages of working in group. Team working, especially at the youngest age, is more interesting and more productive than individual. Team working symbolizes friendship, fun while studying, help-ing each other. A team of children has more chances to suc-ceed than one child. In classrooms groups work together. After classes they continue conviviality in activity rooms and do their homework together, surf the Internet, watch TV, read books in libraries and have lunch in dining room. My idea was to project a school which will stimulate fun, play, good mood with its appear-ance. A school in which dwelling will be enriched by lots of extra-curricular activities that many schools nowadays don’t have. A school where children could have fun in every step, school where multi-purpose areas will look like our living rooms. School with a lot of light, with nature in and out, a school in colors!

TEMA: Grupa TOPIC: Group


NASTAVNIK/ PROFESSOR: Prof.dr Svetislav G. Popoviá SARADNIK/ ASSISTANT: M.Arch. Svetlana PeroviáSTUDENT/ STUDENT: Dubravka Šušiá

39


40

1 dvorište2 ulaz3 hol4 uôionica5 sanitarni ôvor6 sala7 administracija8 trpezarija9 produženi boravak10 kuhinja11 ambulanta

1 cuortyard2 entranc3 hall4 classroom5 bathroom6 sport jym7 administration8 dining room9 activity room10 kitchen 11 ambulance



1 galerija2 hol3 biblioteka4 produženi boravak5 kompjuterska sala6 muziôko7 uôionica8 umjetnost9 tehniôko obrazovanje10 kabinet za nauke11 sanitarije

1 gallery2chall3 library4 activity room5 computer room6 music room7 classroom8 art classroom9 technical education10 science classroom11 bathroom

41





PRESJEK 1-1 / SECTION 1-1

PRESJEK 2-2 / SECTION 2-2

42

„Transparentnost je mudrost da se stvori otvorenost u ograniôe-nom prostoru“- Kengo Kuma.Kako projektovati školu a ne upasti u zamku tipizacije i kreiranja jednoliônih i monotonih prostora? Ispoštovati tradiciju i obaveze koje jedan ovakav objekat nameáe, a ujedno se pobuniti protiv strogosti i mladim osobama koje tek zapoôinju svoj stvaralaôki put obezbijediti inspiraciju u samom prostoru?Moj odgovor na ova pitanja bio bi: transparentnost. Spoj tradicije i bunta, koji rezultira otvorenošáu, prožimanjem sa prirodom i formiranjem veselog, razigranog prostora koji upuáuje na kre-ativnost.Ovaj princip transparentnosti prventsveno je primjenjen na sam objekat i rezultirao je formiranjem staklene fasade prema dvo-rištu kako bi se stvorio osjeáaj neraskidive veze izmeðu prirode i unutrašnjeg prostora i tako izbjeglo stvaranje monotonog i sterilnog školskog objekta. Zatim je isti princip primjenjen i na ureðenje školskog dvorišta. Tako se javljaju amfiteatri, koji pored svoje primarne funkcije po potrebi postaju mjesta za održavanje priredbi, predstava, mjesta koja mogu služiti za ôasove crtanja za uôenike koji se upisuju na fakultet, kao i prostori za druženje i okupljanje; zatim sportski tereni, fontane, trim staze, odnosno svi oni sadržaji koji, pored toga što su u potpunosti spremni da odgovore na sve potrebe uôenika, nude prijatan ambijent svim stanovnicima tog naselja u popodnevnim ôasovima kada nema nastave ili za vrijeme školskih ferija.Ujedno mogu zakljuôiti da je glavna intencija bila kreiranje ambi-jenta koji ce koristiti svima, a za one kojima je prvenstveno na-mijenjen služiti kao prostor u kojem áe se rado boraviti i koji áe buditi kreativnost i inspiraciju.

“Transparency is the wisdom to create openness in limited space“, Kengo Kuma.How to design school but avoid falling into the trap of standardi-zation and creation of monotonous space? Having respect for tradition and obligations that such a structure imposes and at the same time rise against strictness and provide creative inspi-ration in the space for young people who are just starting their creative drive?The answer to these question is : transparency. The combination of tradition and rebellion, resulting in openness and creation of happy, playful space.This principle of transparency is applied at the school building and it has resulted with glass facade facing the courtyard with the intention to create the feeling of unbreakable bond between nature and the interior. Then I applied the same principle with the arrangement of the school yard. That resulted with two am-phitheaters, which in addition to their basic functions can be-come spaces for entertainment, school performances, or places that can be used for drawing classes. Then, in school courtyard I placed sport grounds, fountains, jogging track, and all those activities which, besides being fully prepared to meet all needs of the students, offer a pleasant environment for all inhabitants of the village in the afternoon when there is no school or during school holidays.I can also conclude that the main intention was to design a school space that will serve all, and for those primarily intended the school should be a space in which they will love to stay and which will awake creativity and inspiration in them.

TEMA: Srednja Arhitektonska škola Tradicionalno-buntovna škola

TOPIC: High school of Architecture Traditionally-resistive school

ARHITEKTONSKI PROJEKTI SREDNJIH ŠKOLA ARHITEKTONSKI PROJEKTI SREDNJIH ŠKOLA ARHITEKTONSKI PROJEKTI SREDNJIH ŠKOLA ARHITEKTONSKI PROJEKTI SREDNJIH ŠKOLA PROJEKTI SREDNJIH ŠKOLA ARHITEKTONSKI PROJEKTI SREDNJIH ŠKOLA ARHITEKTONSKI PROJEKTI SREDNJIH ŠKOLA ARHITEKTONSKI PROJEKTI SREDNJIH ŠKOLA ARHITEKTONSKIARHITEKTONSKI PROJEKTI SREDNJIH ŠKOLA ARHITEKTONSKI PROJEKTI SREDNJIH ŠKOLA ARHITEKTONSKI PROJEKTI SREDNJIH ŠKOLA ARHITEKTONSKI PROJEKTI SREDNJIH ŠKOLA PROJEKTI SREDNJIH ŠKOLA ARHITEKTONSKI PROJEKTI SREDNJIH ŠKOLA ARHITEKTONSKI PROJEKTI SREDNJIH ŠKOLA ARHITEKTONSKI PROJEKTI SREDNJIH ŠKOLA ARHITEKTONSKIARHITEKTONSKI PROJEKTI SREDNJIH ŠKOLA ARHITEKTONSKI PROJEKTI SREDNJIH ŠKOLA ARHITEKTONSKI PROJEKTI SREDNJIH ŠKOLA ARHITEKTONSKI PROJEKTI SREDNJIH ŠKOLA

NASTAVNIK/ PROFESSOR: Prof.dr Svetislav G. Popoviá SARADNIK/ ASSISTANT: M.Arch. Svetlana PeroviáSTUDENT/ STUDENT: Nikoleta Brankoviá

43


44

1.vjetrobran2.portir3.pomoána prostorija4.višenamjenski hol5.uôionica6.stepenište7.sanitarni ôvor8.atrijum9.medijateka10.pedagog11.psiholog12.doktor13.ôekaonica14.pomoána prostorija15.projektni biro16.fotokopirnica17.kuhinja za nastavnike18.pomoánik direktora19.raôunovodja20.sekretar21.arhiva22.direktor23.prijem roditelja24.zbornicaFiskulturni blok25. hodnik26.kabinet27. sanitarni ôvor28.prostorija za sprave29.svlaôionica30. sanitarni ôvor31. tuševi32.fiskulturna sala

1.windshield2. doorman3.storage4. lobby5. classroom6. vertical communications7. sanitary bloc8. atrium9.media center10. pedagogue11. psychologist12. doctor13.waiting room14. auxiliary facilities15.design office16. photocopiing17. kitchen for teachers18. assistant director 19. accountant20.secretary21. archive22.director23. meeting room with parents24. assembly hallGym bloc25.corridor26.cabinet27. sanitary bloc28. warehouse29. locker room30. sanitary bloc31. showers32.gym



1. uôionica2. sanitarni ôvor3. atrijum4. galerija5. biblioteka6. ôitaonica7. pripremna prostorija8. kabinet za tehniôko9. kabinet za informatiku10. kabinet za likovno11. kabinet za hemiju i biologiju12. kabinet za fiziku13. tribine14. fiskulturna sala

1. classrooms2. sanitary bloc3. atrium4. galery5. library6. reading room7. auxiliary facilities8. technical cabinet9. computer cabinet10. cabinet for art11. cabinet of chemistry and biology12. cabinet for physics13. stands14. gym

45



PRESJEK C-C / SECTION C-C

46





47

DETALJ UÛIONICE / CLASSROOM

48

Na konkretno zadatoj lokaciji predviðena je izgradnja sredjnje struône škole u Podgorici. Objekat sadrži: prizemlje, sprat i galeriju. Primarna ideja je bila da se pristupi školi iz svih pra-vaca, da se omoguái nesmetano cirkulisanje korisnika prostora sa koncentracijom raznovrsnih sadržaja koji áe omoguáiti bo-ravak u ambijentu u toku cijelog dana. Namjera je bila i da se uspostavi konekcija izmeðu unutrašnjeg i spoljašnjeg prostora i interakcija sa okruženjem sa ciljem uklapanje škole u urbanu cje-linu uz akcenat na energetski efikasnu arhitekturu. Objekat je u funkcionalnom i oblikovnom smislu kompleksan i donekle ekstre-man. Specifiônim pristupom rješavanju krovnih ravni i traktova objekta omoguáilo se kvalitetno uklapanje u kontekst, pri ôemu su ispoštovani svi parametri iz propisa i standarda projektovanja školskih objekata (osvjetljenje uôionica, spratnost, aeracija i sl.)

The specified location is envisaged for construction of a vo-cational high school in Podgorica. The facility includes: ground floor, first floor and a gallery. Primary concept was to allow for access to the school from all directions and to provide unob-structed circulation of all facility users with concentration of various content that will be carried out in the building through-out the day. The intention was to create a connection between inner and outer space and interaction with the environment, to incorporate the building with the urban surrounding with the focus on energy efficient architecture. The facility is complex both in functional and in respect of the form, even somewhat extreme. Specific approach in solving roof surfaces and facil-ity tracts have allowed for quality context integration, while all policy and standards parameters for school construction have been met (lighting of classrooms, floors, aeration etc.).

TEMA: Srednja arhitektonsko-graðevinska škola TOPIC: High school for architecture and civil engineering


NASTAVNIK/ PROFESSOR: Prof.dr Svetislav G. Popoviá SARADNIK/ ASSISTANT: M.Arch. Svetlana PeroviáSTUDENT/ STUDENT: Miroslav Vukôeviá

49


50

1.vjetrobran2.hol3.portir/teh. pros.4.kopirnica/knjiž.5.uôionica6.atrijum7.toalet za uôenike 8.prijem roditelja9. toalet za profesore10.zbornica11.direktor12.sekretarica13.pom. direktora14.ulaz za profesore15.raôunovostvo16.ôajna kuhinja17.trpezarija18.kuhinja19.ostava za hranu20.trpezarija. za osoblje kuh.21.stomatolog22.psiholog23. pedagog24. pros. za pom. osoblje25. gard. za pom. osoblje26. laboratorija27. kabineti28. pripremna prostorija29. svlaôionice30. kabinet prof. fiziôkog31. prost. za inventar škole32. ostava za sprave33. magacin za gorivo34. radionica35. kotlarnica36. domar

1.windshield2.lobby3.doorman4.bookstore5.classroom6.atrium7.toilets for students 8.parents receive9.assembly hall10. toilets for teachers 11.director12.secretary13.assistant director14.teacher entrance15.accounting16.kitchenette17.dining room18.kitchen19.food storage20.staff dining room21.dentist22.psychiatrist23. pedagogue24. room for support staff25. gardrobe for support staff26. laboratory27. cabinet28. preparation room29. locker rooms30. teacher of physical education31. inventory of school32. equipment room33. fuel storage34. boiler room35. workshop36. superintendent



1.hol2.ostava3.toaleti4.video sala/medijateka5.uôionica6.tehniôka prostorija7.atelje8.ostava pribora9.arhitektonski biro10.produženi boravak11.garder. za prod. boravak12.ostava za pom. osoblje13.pripremna prostorija14.kabinet

1 .lobby2.storage3.toilets4.multi video room5.classroom6.technical facilities7.art studio8.technical facilities9.architectural studio10.extended stay room11.extended stay wardrobe12.storage for staff13.preparatory room14.cabinet

51



FASADE / FACADES

52

Kako zamišljate školsku zgradu na padini koja nudi iste standar-de komunikacija i dostupnosti i logiku koju pruža tipiôna škola?Polazna taôka ovog projekta je blago nagnuta južna padina. Objekat je prilagoðen i uôionice se rasipaju po padini formi-rajuái tekuáu strukturu koja saôinjava funkciju unutrašnjih komunikacija škole. Sve uôionice imaju južnu ili jugo-istoônu orjentaciju, lijep pogled i osiguran svjetlosni komfor. Kako ova dva kraka mogu da funkcionišu kao zasebne autonomne jedini-ce ali i kao povezan sistem, tako uôenici imaju moguánost da cirkulišu u svojoj jedinici ne morajuái da prolaze u drugi krak. Cijela škola prati padinu i slivajuái se saôinjava dinamiônu formu.

How do you create school in the mountains that offers the same stand-ards of accessibility, circulation and logistic as a typical school does?The starting point of the project is a gentle southern slope. The building is adjusted and the classroom is stretched down over the mountain side, creating a structure that makes use of interior circulation of the school. The classroom is filled with sunshine with an open view and the students have the possibility to move through the built up area without hav-ing to move from pavilion to pavilion. By stretching the school block through the mountain side, classrooms spring up on the south east side of the schools façade. The entire school is connected by the slope that yields a very dynamic form.

TEMA: Igra svjetla na blagoj padini TOPIC: Play of light on a gentle slope


NASTAVNIK/ PROFESSOR: Prof.dr Svetislav G. Popoviá SARADNIK/ ASSISTANT:Jelena BajiáSTUDENT/ STUDENT: Milica Ðiroviá

53


54

1. ulaz2. sala za sastanke3. direktor4. pomoánik direktora5. sekretarica6. sanitarni ôvor7. kafe kuvarica8. administracija9. raôunovodstvo10. zbornica11. uôionica za razrede od 1.-5.12. uôionica za razrede od 5.-9.13. likovno obrazovanje14. muziôko obrazovanje15. tehniôko obrazovanje16. kabinet biologije17. kabinet hemije18. sanitarni ôvor19. ostava za osoblje20. pedagog i psiholog21. medijateka22. biblioteka23. glavni ulaz24. produženi boravak25. garderobe26. školska ulica27. višenamjenski prostor28. fiskulturna zona29 .koridor30 .kancelarija nastavnika31 .prostorija za sprave32. sportska oprema33. ženska svlaôionica34. muška svlaôionica35. sanitarni ôvor36. fiskulturna sala

1.entrance2.meeting room3.director4. assistant director5. secretary6. sanitary facilities7.cafe chef8.administration9.accounting10.assembly hall11. classroom for children/ 1th- 5th grade/12., classroom for children /5th-9th grade/13.art education14. music education15. technical education16.cabinet of biology17. cabinet of chemistry18. sanitary facilities19. storage for staff20.pedagoge and psychology21.media center22.library23.main entrance24.exstended stay25.wardrobe26.school street27.multifunctional hall28.gymnasium bloc29.corridor30.cabinet for teacher31. auxiliary facility32. equipment room33. women’s locker rooms34. man’s locker rooms35. sanitary facilities36.gym



1.galerija2. uôionice za uônike od 1.do 4. razreda3.ostava za osoblje i sanitarni ôvor4. produženi boravak5.kafeterija6. trpezarija7. kuhinja8.magacin

1.galery2. classroom for children /1th-5th grade/3. storage for staff4. exstended stay5.cafeteria6.dining room7.kitchen8.warehouse

55



FASADA 1 / FACADE 1

FASADA 4 / FACADE 4

FASADA 3 / FACADE 3

FASADA 2 / FACADE 2

56

“ Pošaljite djecaka u školu kako bi našao prijatelje - ispravne vr-ste .” Virdžinija Vulf“Obrazovanje nije priprema za život, obrazovanje je sam život .” Džon Djui“Što je veáe ostrvo znanja, duža je obala ôuda.” Ralf V. Sakman“Korijenje obrazovanja je gorko, ali je voáe slatko.” AristotelŠkola je obrazovna institucija, ali da bi ispunila svoju osnovnu funkciju, mora posjedovati i niz drugih funkcija. Ona mora biti prostor u kojem áe se uôenici osjeáati prijatno, koji im daje slo-bodu kretanja, koji nije monoton, veá otvoren i zanimljiv. To je prostor koji je dovoljno ‘strog’ da ih opominje da vrijedno uôe i rade, i koji je dovoljno prijatan da djeca vole da provode vrijeme u njemu. Odmori i pauze ne treba da budu vrijeme kada svi jure da napuste školski prostor, veá vrijeme kada áe uôenici poái na neko svoje standardno mjesto. A najbitnije je da stvore osjeáaj da je svako od tih mjesta njihovo. Takvih mjesta u školi ima dosta, po-ôevši od prostora ispred uôionica, bibilioteka, medijateka ili jed-nostavno široko stepenište u srednjem dijelu škole, gdje se može sjedjeti, ôitati ili razgovarati. Napolju, meðu paviljonima nastali su “džepovi”, sa kaskadama, savršenim za druženje i razonodu.

“You send a boy to school in order to make friends - the right sort.” Virginia Woolf“Education is not preparation for life, education is life itself.” John Dewey“The larger the island of knowledge, the longer the shoreline of wonder.” Ralph W. Sockman“The roots of education are bitter, but the fruit is sweet.” AristotleSchool is an educational institution, but in order to fulfill its basic function, it must have a number of other functions. It must be a space in which students feel comfortable, which gives them the freedom of movement, that is not mono-tonous, but open and interesting. It is an area that is suf-ficiently ‘harsh’ to warn them to learn and work dili-gently, while friendly enough so that children like to spend time in it. Holidays and breaks should not be a cause of rush-ing to leave the school premises, but times when students go to a standard place of their choice. The most important thing is to create a sense that each of these places is theirs. There are plenty of these places in school, starting from the area in front of the classrooms, the library, or the wide stair-cases in the middle of the school, where you can sit, read or talk. Outside, in the pavilions, “pockets” were created with cascades, perfect for socializing and entertainment.

NASTAVNIK/ PROFESSOR: Prof.dr Svetislav G. Popoviá SARADNIK/ ASSISTANT: Jelena BajiáSTUDENT/ STUDENT: Mirko Mugoša

TEMA: Škola slobodnog duha TOPIC: Free spirit school


57


58

1. vjetrobran 2. hol 3. uôionica 4. garderoba 5. vertikalne komunikacije 6. sanitarni ôvor 7. multifunkcionalni prostor 8. sanitarni ôvor 9. kabinet za fiziku 10. kabinet za hemiju 11. kabinet za biologiju 12. pomoána prostorija 13. multifunkcionalni prostor 14. sanitarni ôvor 15. kafeterija 16. kuhinja 17. ostava18. zbornica 19. direktor

1. windshield2. lobby 3. classroom4. wardrobe5. vertical communications6. bathroom7. multifunctional space8. bathroom9. cabinet for physics10.cabinet for chemistry11. cabinet for biology12.auxiliary facilities13. multifunctional space14. bathroom15. cafeteria16. kitchen17. storage18. assembly hall19. director



1. uôionica 2. garderoba3.vertikalne komunikacije4.sanitarni ôvor5. vertikalne komunikacije6.multifunkcionalni prostor7. kabinet za informatiku8. kabinet za tehniôko 9.kabinet za engleski jezik10.pomoána prostorija11.multifunkcionalni proctor12.sanitarni ôvor13. medijateka14. biblioteka15. pomoána prostorija16. kabinet za muziôko17. dvorana za priredbe18. kabinet za likovno19. pomoána prostorija20. kabinet za profesora

1. classroom2. wardrobe3. vertical communications4. bathroom5. vertical communications6. multifunctional space7. cabinet for inform. tech.8. cabinet for technical edu.9. cabinet for English10. auxiliary facility11. multifunctional space12. bathroom13. media center14. library15.auxiliary facility16. cabinet for music17. hall of events18.cabinet for art19. auxiliary facility20. cabinet for professor

20. pomoánik direktora 21. sekretar 22. domar 23. ôajna kuhinja, ostava 24. sanitarni ôvor 25. pravna služba 26. raôunovodstvo 27. fotokopirnica 28. prijemni pult 29. psiholog 30. pedagog 31. ôekaonica 32. ôekaonica 33. stomatolog 34. svlaôionica 35. sanitarni ôvor 36. pomoána prostorija 37. spravarnica 38. sala

20. assistant director21. secretary 22. school keeper 23. kitchenette, storage 24. bathroom25. legal service26. accounting27. photocoping 28. reception desk 29. psychologist 30. pedagogue 31. lounges 32. lounges 33. dentist 34. locker room 35. bathroom 36. auxiliary facilities 37. storage for devices 38. gym

59



SJEVERNOZAPADNA FASADA / NORTH-WEST FACADE

JUGOISTOÛNA FASADA / SOUTH-EAST FACADE

SJEVERNOISTOÛNA FASADA / NORTH-EAST FACADE

JUGOZAPADNA FASADA / SOUTH-WEST FACADE

60

Koncept škole-inspirisan intelektualnim uzdizanjem, odnosno stremljenjem svakog pojedinca, uôenika, ka vrhuncu sopstvenog obrazovanja, što se ogleda kroz formu objekta, postavljenom kroz više kubusa, koji postepeno streme ka vrhu, koji se pokla-pa sa centrom objekta, svaki se poveáavajuái za po jednu visinu od najnižeg ka najvišem (centralnom). Oko njega su organizo-vani svi potrebni sadržaji, rasporeðeni po zonama, koridorima razdvojeni po funkcijama, sa centrom u galerijski postavljenom centralnom kubusu koji ujedno predstavlja centar dešavanja i okupljanja svih uôenika. Svojevrsna mješavina paviljonskog i holskog sistema obrazovnih ustanova, sa ciljem što bolje soci-jalizacije uôenika, sa prostranim zajedniôkim prostorom za oku-pljanje sagledivim sa svake etaže i zenitalnim osvjetljenjem koje stvara prijatnu atmosferu sa puno svjetlosti, a ujedno mirnim zonama namijenjenim iskljuôivo uôenju, odnosno sprovoðenju kvalitetnog obrazovnog programa. Koncept podoban za pravilan razvoj liônosti djeteta, koji kroz svoju prostornu organizaciju, funkcionalnu šemu i na kraju enterijersku postavku, može da mu pruži svojevrsnu socijalizaciju, kao i kvalitetno obrazovanje.

The concept of school – inspired by intellectual elevation, and yearning of each individual student to peak in their own educa-tion, is reflected in the shape of the facility set by several cubes which gradually tend towards the top and coincide with the center of the building incremented by one height of the cube to-wards the highest - central one. All essential content is organized around it and distributed by zones, separated by corridors and functionality, with an axis in gallery-like set central cube that is also the center of activity and gathering of all students. A mixture of pavilion like and hall system of educational institutions, aiming at better socialization of students, with special common area for gathering visible from each of the paths and zenith like lighting that creates pleasant atmosphere with lots of light and at the same time peaceful zones intended for learning, that is imple-mentation of quality educational program. The concept is good for adequate development of child’s personality, and by means of its spatial organization, functional scheme and interior setting it can provide its own kind of socialization as well as quality education.

NASTAVNIK/ PROFESSOR: Prof.dr Svetislav G. Popoviá SARADNIK/ ASSISTANT: Jelena BajiáSTUDENT/ STUDENT: Ana Miciá

TEMA: Novi koncept obrazovanja TOPIC: A new concept of education


61


62

1. administrativni ulaz2.administrativni blok3. kancelarija direktora4.pomoánik direktora i sekretar5. raôunovodstvo6. pravna služba7.trezor8.toalet za administraciju9. vertikalne komunikacije10. toalet11. prostorija za osoblje12. produženi boravak13. ulaz za djecu do 5.razreda14. uôionica za djecu do 5. Razreda15. ulazni hol za salu16. sala17. kabinet za nastavnika i toalet18. pomoána prostorija19. ženska svlaôionica i toalet20. muška svlaôionica i toalet21. zdravstveni blok22. fotokopirnica i knjižara23. internet kafe24. kuhinja25. trpezarija26. ulaz u trpezariju27. glavni ulaz u školu28. ulazni hol29.dežurni uôenik30.portir31. amfiteatar

1.administrative entrance2. administrative bloc3. office of the director4. assistant director and secretary5. accounting6. legal service office7. treasury service office8. toilet for administrative9. vertical communication10. toilet11. school staff room12. room for extended stay13. entrance for children to 5th grade14. classroom for children to 5th grade15. bloc the entrance to gym 16. gym17. teachers office and toilet18. room equipment19. female locker room and toilet20. male locker room and toilet21. health bloc22. photocopying and bookstore23. internet caffe24. kitchen25.dining room26. entrance for dining room27. main entrance for the school28. entrance hall29. duty student30. doorman31. amphiteathar



1. muziôki kabinet sa dvoranom2. kabinet umjetnosti sa studiom3. studio umjetnosti4. kabinet za informatiku5. pripremna prostorija6. kabinet za hemiju7. pomoána prostorija8. kabinet za fiziku9. pomoána prostorija10. kabonet za biologiju11. pomoána prostorija12. kabinet za istoriju13. pomoána prostorija14. kabinet za jezike15. pomoána prostorija16. zbornica17. prostor za dnevnike18. arhiva19. ôajna kuhinja20.toalet za nastavnike21. toalet22. vertikalne komunikacije23. hodnik24. hol25. galerija26. fiskulturna sala27. vertikalne komunikacije

1. music cabinet with music hall2. art cabinet with art studio3. art studio4. computer cabinet5. teachers preparing room6. cabinet chemistry7. auxiliary facilities8. cabinet physics9. auxiliary facilities10. cabinet biology11. auxiliary facilities12. cabinet of history13. auxiliary facilities14. cabinet for language15. auxiliary facilities16. school staff room17. room for school diaries18. archive19. cleaner and a tea-kitchen20. toilet for teacher21. toilet22. vertical communication23. corridor24. hall25. gallery26. gym27. interior stairs

63







64

Kao objekat u kome áe djeca boraviti veái dio dana i sticati osnovna znanja, potrebno je formu prilagoditi da djeca ško-lu shvate kao ozbiljnu ustanovu a istovremeno i zanimljivu, tako da im privuôe pažnju i zainteresuje ih da bez teškoáe borave u njoj. Ideja je prvenstveno proistekla iz toga da škola treba da bude tvrðava kojom se država brani ali ne oružjem, nego znanjem. I kao takva ona mora da izgleda stabilno i ôvr-sto. Tako centralni dio vuôe inspiracije iz starih tvrðava sa puškarnicama, a tri moderna kubusa koja izlaze iz njega pred-stavljaju tendenciju ka buduánosti i onome šta áe djeca postati.

As a place where children will spend almost their whole day and acquire basic knowledge, it is very important to adapt the school form for children to understand it as a serious, but at the same time an interesting institution which would attract their attention and make them be interested in spending time there without any trouble. The idea for this school should be a fortress from which one defends its country, not with arms but with knowledge. Like this, it should look stable and firm. The central part is inspired by old fortresses with loopholes, and three modern cubes repre-sent the tendency for future and for what children will become.

NASTAVNIK/ PROFESSOR: Prof.dr Svetislav G. Popoviá SARADNIK/ ASSISTANT: Jelena BajiáSTUDENT/ STUDENT: Branko Lutovac

TEMA: Tvrðava znanja TOPIC: The Fortress of knowledge


65


66

1.Ulazni hol2.Wc za uôenike3.Uôionica 4.Zbornica5.Wc za administraciju6.Direktor7.Pomoánik direktora8.Ûajna kuhinja9.Pravna sluzba10.Raôunovodstvo11.Trpezarija12.Kuhinja13.Zubar14.Pedagog15.Zdravstvena pomoá16.Ostava17.Svlaôinonice sa tuševima i sanitarijama18.Profesor19.Ostava za sprave20.Sala

1.Entrance hall2.Toilets for students3.Classroom4.Assembly hall5.Toilets for administrations6.Director7.Assistant director8.Kitchenette9.Legal services10.Accounting11.Dining room12.Kitchen13.Dentist14.Pedagogue15.Health assistance16.Pantry17.Changing rooms with showers and toilets18.Professor19.Storage for equipment20.Hall



1.Galerija sa mostom2.Wc za uôenike3.Uôionica4.Kabinet5.Biblioteka sa ôitaonom6.Medijateka 7.Internet sala

1.Gallery with a bridge2.Toilets for students3.Classroom4.Cabinet5.Library with 6.Media center7.Internet hall

67







68

Ûovjek se uôi dok je živ. Pa ipak, svi mi smo svoja prva znanja i ukus avanture zvane život osjetili na istom mje-stu - osnovnoj školi. Iz ovog perioda svi nosimo lijepe us-pomene, ali su one uglavnom vezane za drugarstvo, prve ljubavi i dobre ocjene, nikada za uslove u kojima smo radili. Inspiraciju za školu dale su mi razne ovdašnje osnovne škole širom naše zemlje, ôije tmurne uôionice i bezbojni zidovi nude potpuni opozit živoj, veseloj i pozitivnoj atmosferi u kakvoj djeca treba da provode veái dio dana i upijaju prva znanja. Djeôiji osmjeh je bez sumnje najljepši ukras na svijetu, a nje-ga možemo dobiti samo ukoliko se djeca prijatno osjeáaju u sredini u kojoj borave. Tako sam došla na ideju da se poigram sa prilazima školi, da “otvorim” uôionice za sunôevu svje-tlost, da fasadama poklonim život jarkim bojama. Moja želja je da ponuðenim estetskim rješenjima pomognem djeci da odlazak u školu dožive kao zadovoljstvo, a ne kao obavezu.

Learning is a lifelong process. Still, we all have gained our first knowledge and tasted the adventure called life in the same place – elementary school. We all have beautiful memories from this period, but most of them are related to friendship, first loves and good grades, never to the working conditions. I was inspired for school design from various elemen-tary schools that we can see in our country, whose dark classrooms and colorless walls represent the opposite to alive, joyful and positive atmosphere in which children should spend most of their days and gain first knowledge. A child’s smile is, without a doubt, the most beautiful thing in the world, and we will deserve it only if children feel pleasant in their surrounding. That is how I came up with an idea to play with school access points, to “open up” the classrooms to the sunlight, to give a life to facades with strong colors. With these esthetic solutions, my wish was to help the children under-stand that going to school should be a joy and not an obligation.

NASTAVNIK/ PROFESSOR: Prof.dr Svetislav G. Popoviá SARADNIK/ ASSISTANT: Jelena BajiáSTUDENT/ STUDENT: Anja Radoviá

TEMA: Škola-zadovoljstvo TOPIC: School- satisfaction


69


70

1.zbornica2. direktor3. pomoánik direktora4. sekretar5. pravna služba6. raôunovodstvo7. ôajna kuhinja8. sanitarni ôvor9. pedagog i psiholog10. zdravstvena zaštita11. ôekaonica12. multifunkcionalni prostor13. trpezarija14. kuhinja15. ostava za hranu16. garderoba za osoblje17. sanitarni ôvor18. garderoba19. ostava20. vjetrobran21. domar22. prostorija za spremaôice23. uôionice24. svlaôionice25. prostorija za nastavnika26. prostorija za sprave27. fiskulturna sala

1.assembly hall2. principal’ office3.assistant principal’s office4. secretary’s office5. legal service6. accounting service7. kitchen for administration8. toilets for administration9. pedagogues and psychologists office10. health service11. lounges12. main hall13. dinning hall14. kitchen15. storage area16. changing room for admin-istration17. toilets18. holl with lockers19. storage area20. main entrance21. porter22. room for cleaners23. classrooms24. changing room25. gym teacher’s office26. room for instruments27. gym



1. kabinet informatike2.pripremna prostorija3. kabinet za biologiju4. kabinet za hemiju5. kabinet za muziôko6. kabinet za jezike7. kabinet za tehniôko8. kabinet za likovno9. sanitarni ôvor za invalide10. sanitarni ôvor11. medijateka12. ostva za video materijal13. biblioteka14. hol

1.computer studies2. rooms for teachers with storage area3. biology4. chemistry5. music6. foreign languages7. technical education8. art9. toilet for person with handicap10. toilets11. media center12. storage area for video material13. library14.main hall

71







72

Škola kao obrazovna ustanova treba uôenicima da pruži kvalitetno obrazovanje, ali i da podstakne uôenike da ispolje svoju kreativ-nost. Koncept škole zasnovan je upravo na tome. Školski prostori su ,,posloženi“ i predstavljaju red i disciplinu, a tako postavljeni omoguáavaju uôeniku da se lako snaðe u prostoru. Posebna pažnja je posveáena društvenim prostorima, gdje uôenici mogu da uôe u grupama, da se odmaraju, druže ali i da organizuju razne prired-be, izložbe itd. U školi postoje i kreativne radionice u kojima ðaci mogu da ispolje svoju kreativnost kroz individualni ili grupni rad.

School as an educational institution should provide qual-ity education to students, but also encourage students to express their creativity. School concept is based on this. School facilities are,” arranged “and represent order and discipline, and in this setting allow the student to easily navi-gate through the area. Special attention was paid to common spaces where students can learn in groups, relax, socialize and to organize various events, exhibitions and so on. There are also creative workshops at school, in which students can express their creativity through individual or group work.

NASTAVNIK/ PROFESSOR: Prof.dr Svetislav G. Popoviá SARADNIK/ ASSISTANT: Ivana BabiáSTUDENT/ STUDENT: Bojana Kokotoviá

TEMA: Kreativnost TOPIC: Creativity


73


74

1. uôionice2.kabinet za muziôko3.kabinet za likovno4.kabinet za informatiku5.trpezarija6.kuhinja7.prostor za odmor8.garderoba9.sanitarni ôvor10.ostava11.amfiteatar12.biblioteka13.medijateka14.sanitarni ôvor za invalide15.sanitarni ôvor muški16.sanitarni ôvor ženski17.doktor i soba za izolaciju18.sanitarni ôvor19.stomatolog20.psiholog21.pedagog22. sanitarni ôvor ženski 23. sanitarni ôvor muški24.pomoánik direktora25.direktor26.sekretarica27.zbornica28.hol29.ostava za sprave30.kabinet za nastavnika31.magacin32.sanitarni ôvor mušk sa tuševima33. svlaôionice muške34.sanitarni ôvor ženski sa tuševima35.svlaôionice ženske36.fiskulturna sala

1.classrooms2. cabinet for music3. cabinet of the art4. cabinet for information technology5.dining room 6. kitchen7. rest area8. wardrobe9. sanitary facilities10. storage11. amphitheater12. library13. mediatheque14. sanitary facilities for disabled 15. sanitary facilities for men16. sanitary facilities for women17. doctor and isolation room18. sanitary facilities 19. dentist20. psychologist21.pedagogue 22. sanitary facilities for women23. sanitary facilities for men24. assistant director25. director26. secretary27. assembly hall28.lobby 29. for storage devices30.cabinet for professor 31. warehouse32. toilets for men and showers33. locker room for men34. toilets for women and showers35. locker room for women36. gym



1. uôionice2. radionica3. kabinet za biologiju4. kabinet za hemiju5. kabinet za fiziku6. sanitarni ôvor muški7. sanitarni ôvor ženski8. sanitarni ôvor za invalide9. kabinet za tehniôko10.pravna služba11.arhiva12.sanitarni ôvor13.sekretar 14.raôunovodstvo15.kreativna radionica16.izložbeni prostor

1. classroom2. workshop3. cabinet for biology4. cabinet for chemistry5. cabinet for phisics6. men’s toilets7. women’s toilets8. toilets for disabled9. technical cabinet10. legal service11. archive12. sanitary13. secretary14. accounting15. creative workshop16.exibition space

75

PRESJEK / SECTION





76

Osnovna ideja je bila u tome da kroz presijecanje dva-ju masa predložim dobro rješenje u oblikovnom smislu.Nema veáih razlika u dimenzijama dva trapeza u osnovi koji predstavljaju podužni presjek škole, niti odstupanja iz tog gabarita, da bi cijeli projekat izgledao što jednostavnije,odnosno, da bi se time istakla osnovna ideja. Iz istog razloga, fasade objekta su priliôno jednostavne i jednobojne, dok prozo-ri zauzimaju velike površine, da bi se dobio efekat prozraôno-sti. Spuštanjem kubusa sa sprata na teren na dva mjesta, kao i uspostavljanjem specifiônog odnosa izmeðu krovnih ravni, na-mjera je bila da se postigne efekat ukrštanja masa prizemlja i sprata. Zidovi ovog objekta su pravi, osim zidova sa dvaju strana prizemlja i zida na sjevernoj strani škole-gdje je prevladala te-žnja za uspostavljanjem dijaloga izmeðu suprotstavljenih masa.

The basic idea was to suggest good solution in formal sense, by cutting off two masses. There are no major differences in the di-mensions of two trapezoidal bases which represent longitudinal sections of the school, or deviations from the dimensions, so that the whole project would seem simple and emphasize the basic idea. For the same reason, the building facades are quite simple and monochromatic, while the windows take up large surfaces in order to obtain the effect of transparency. By lowering the cube from the floor to the field in two places as well as the specific ratio of roof planes, the intention was to achieve the effect of mass crossing the ground floor and first floor. The walls of this building are real, except the two side walls on the ground floor and the wall on the north side of the school - where the tendency to establish a dialogue between the conflicting masses prevails.

NASTAVNIK/ PROFESSOR: Prof.dr Svetislav G. Popoviá SARADNIK/ ASSISTANT: Ivana BabiáSTUDENT/ STUDENT: Dubravka Tomôiá

TEMA: Ideja o projektu škole TOPIC: School Project Idea


77


78

1. pedagog 2. stomatolog 3. sekretarica 4. direktor 5. sekretar 6. sanitarije 7. zbornica 8. sanitarije 9. garderoba(m) 10.garderoba (ž) 11. trpezarija-osoblje 12. ostava 13. kuhinja 14. trpezarija-ðaci 15. zona za odmor 16. hol sa vert. komunikacijama 17. portirnica 18. vjetrobran glavnog ulaza 19. ôitaonica 20. sanitarije

1. school counselor 2. school dentist 3. secretary 4. director 5. secretary 6. sanitation 7. assembly hall 8. sanitation 9. wardrobe(m) 10.wardrobe(f) 11. dining room-staff 12. pantry 13. kitchen 14. dining room-students 15. rest area 16. hallway with vertical communication 17. reception desk 18. windshield of the main entrance 19. reading room 20. sanitation



1. hol sa vert. komunikacijama2. uôionica3. uôionica4. uôionica5. uôionica6. pripremni proctor7. kabinet8. sanitarije9. medijateka10. zona za odmor11. pripremni proctor12. kabinet13. kabinet14. pripremni prostor

1. hallway with vertical communication2. classroom3. classroom4. classroom5. classroom6. preparation room7. cabinet8. sanitation9. media center10. rest area11. preparation room12. cabinet13. cabinet14. preparation room

21. biblioteka 22. uôionica 23. uôionica 24. uôionica 25. uôionica 26. uôionica 27. kabinet (tehniôko)28. pripremni proctor29. pripremni prostor30. kabinet31. kabinet32. pripremni prostor33. kabinet 34. predprostor sportske sale 35.svlaôionica (m)36. sanitarije (m)37. sanitarije (ž)38. svlacionica (ž)39. prostorija za nastavnika40. ostava za sprave41. prostor terena

21. library 22. classroom 23. classroom 24. classroom 25. classroom 26. cabinet (technical ed.) 27. preparation room 28. preparation room 29. cabinet 30. cabinet 31. preparation room 32. preparation room 33. cabinet 34. hall sports hall 35. locker room (m) 36. sanitation (m) 37. sanitation (f) 38. locker room (f) 39. teacher’s room 40. storage for equipment 41. field space

79



FASADA 2 / FACADE 2

FASADA 1 / FACADE 1

FASADA 3 / FACADE 3

FASADA 4 / FACADE 4

80

Osnovna zamisao tokom izrade idejnog rješenja za objekat škole je bila da se eksterijerom jasno stavi do znanja da je objekat na-mijenjen obrazovanju.Odabir i naôin primjene materijala kao što su: drvo, staklo, foto efekti na fasadi od alubonda idu u prilog samoj namjeni objekta. Prednji izgled objekta po rasporedu i formi jasno odvaja glavni ulaz od ostalog djela objekta. Akcenat eksterijera je element tra-pezoidnog oblika sa kojim su potencirane pozicije uôionica. Isti taj elemenat je upotrebljen za potenciranje ulaza u objekat škole. Na zadnjem djelu objekta su predviðene prostorije fiskulturne sale i biblioteke. Efekat prepoznavanja namjene prostora primjenjivan je i na fasadi prostora koji je predviðen za biblioteku.

The basic idea in the conceptual design for the school building was that the exterior itself makes it clear the purpose of building is education. Selection and use of materials like: wood, glass, photo effects on the facade of alubond are used to complement the object’s purpose. The front view of the object clearly separates the main entrance from the rest of the object works. The accent of the exterior is a trapezoidal shape which asserts classrooms’ posi-tions. The same element is used for emphasizing the entrance to the school building. The back of the object is dedicated for gym and library. The effect of the recognition of facility purpose is also applied on the library fasade.

NASTAVNIK/ PROFESSOR: Prof.dr Svetislav G. Popoviá SARADNIK/ ASSISTANT: Ivana BabiáSTUDENT/ STUDENT: Dragovoja Astrit

TEMA: Prepoznavanje namjene objekta kroz posmatranje forme TOPIC: Recognition of the facility purpose through observation of its form


81


82

1. ulaz2. zbornica3. ôajna kuhinja4. direktor5. sekretar6. zamjenik sekretara7. arhiva8. uôionice9. sanitarije10. biblioteka11. medijateka12. kuhinja13. trpezarija14. društveni blok15. ulaz u fiskulturnu salu16. svlaôionice17. tuševi18. sanitarije19. prostor za profesora20. ostava21. prostor za sprave22. fiskulturna sala23. ostava

1.entry2.events calendar3. tea kitchen4. director5. secretary6. deputy secretary7. archive8. class room9. sanitary10. library11. media12. kitchen13. dining room14. social bloc15. entry in the sport hall16. locker room17. bath room18. sanitary19. space for teachers20. storage21. space for aparatus22. sport hall23. storage



1. uôionice2. sanitarije3. kabinet hemije4. kabinet muziôkog5. kabinet za likovno6. kabineti7. multifunkcionalni hol

1. class rooms2. sanitary3. cabinet of chemistry4. cabinet of music5. cabinet of art6. other cabinets7. multifunctonal hall

83





ZAPADNA FASADA / WEST FACADE ISTOÛNA FASADA / EAST FACADE

84

Otvorenost djeôijeg duha je jak motiv koje se odrazio na poja-vu interakcije zatvorenog i otvorenog prostora na mojoj školi. Djeôiji duh je u stalnom kontaktu sa okolinom i u tom smislu 2 dvorišta prodiru u školu i preko velikih staklenih površina uvlaôe spoljašnjost u objekat i ne ostavljaju mjesta osjeáaju skuôenosti i zatvorenosti. Dijete tokom odrastanja ima ôitav niz potreba i aktivnosti neophodnih za duševnu, intelektualnu i tjelesnu rav-notežu, a jedna od najzanôajnijih potreba je potreba za sazna-njem. Dijete se odlikuje radoznalošáu, a vjerovatno se ta ljubav dodatno poveáava u zavisnosti od okruženja u kome dijete boravi.To je moguánost samog objekta koji osim sjajnih vizura koje se pružaju kroz raznolike proreze, i nepravilne otvore stvara do-jam da se stalno dešava nešto novo, nešto drugaôije što djecu podstiôe da i ono stvara nešto novo, nešto dopadljivo, i da se dokazuje u ovakvoj vrsti objekta koji svojom formom može uti-cati samo pozitivno na okolinu. Osim forme, upotrebom prirodnih materijala guši se hladnoáa ”modernog”, a privlaônost ostaje ista. Drvo koje sugeriše toplinu prostora, dok njegove razigra-ne forme eliminišu strogoáu u skladu sa namjenom objekta.

The openness of the children’s’ spirit is a strong motif which re-flected to appearance of interaction between open and closed space in my school. Child’s spirit is in constant contact with envi-ronment so the 2 yards penetrating school are drawing exterior to the inside through great glass, leaving no room for the sense of uneasiness.During it’s growing up, child has a series of needs and activities necessary for it’s spiritual, intelectual and physical balance, and probably the most significant is a need for knowl-edge.Children are usually curious, and one way to enhance that curiosity is with a surrounding in which the child spends it’s time.So the object by itself has an abbility to, through it’ marvelous viewpoints that spreads through al sorts of slots, and ragged openings c reate an impression of constant new happenings,and diffrent events. This encourages children to create sommething new and interesting, to prove themself in this kind of object that by it’s form can influence only positive on enviroment.On the other hand by use of naturale materials I sup-pressed the cold and impersonality of “modern” leav-ing the school with a special appeal. The wood sug-gests the warmth of the space, and it’s playfull forms eliminate the strictness which helps the purpose of the object.

NASTAVNIK/ PROFESSOR: Prof.dr Svetislav G. Popoviá SARADNIK/ ASSISTANT: Ivana BabiáSTUDENT/ STUDENT: Maja Krušiá

TEMA: Djeôiji duh TOPIC: Child’s spirit


85


86

1. glavni hol2. uôionice 1-4 razreda3. biblioteka4. toaleti5. portir6. trpezarija7. kuhinja8. garderoba za osoblje9. ostava za hranu10. zbornica11. toaleti za adm.12. zdravstvena zaštita13. ôekaonica14. pedagog i psiholog15. raôunovodstvo16. sekretar17. pomoánik direktora18. direktor19. višenamjenski prostor20. garderoba21. toaleti22. profesor23. fiskulturna sala24. prostorija za sprave

1. main hall2. 1-4 grade calssroom3. library4. toilets5. doorman6. dining room7. kitchen8. wardrobe staff9. food storage10. assembly hall11. toilets for adm.12. medical care13. lounges14. educator and psychologist15. accounting16. secretary17. assistant director18. director19. multifunctional space20. wardrobe21. toilets22. professor23. gym24. room for equipment



1. medijateka2. uôionice 5-9 razreda3. biblioteka4. toaleti5. hol sa galerijom6. kabinet za biologiju7. pomoáni kabineti8. kabinet za likovno9. kabinet za hemiju10. kabinet za informatiku11. toaleti za kabinete12. kabinet za tehniôko13. kabinet za muziôko

1. media center2. 5-9 grade calssroom3. library4. toilets5. gallery6. cabinet of biology7. auxiliary cabinet8. cabinet of art9. cabinet of chemistry10. computer cabinet11. toilets for cabinets12. tehnical cabinet13. musical cabinet

87







88

Poôetna ideja se zasnivala na principu zoniranja u cilju po-stizanja kvalitetnog rješenja u oblikovnom smislu. Od poôet-ne ideje sa kružnom formom došlo se do kubiône, gdje je boja uzeta kao osnovni element za postizanje vizuelne identifikaci-je objekta. Jarkim tonovima koje naglašavaju kubusne mase težilo se razvoju dinamiône arhitektonske forme. Staklenim površinama razbijene su velike mase, ostvaren je efekat proz-raônosti na objektu, velika dnevna svijetlost i pojedinim zasta-kljenim hodnicima, omoguáen pogled ka unutrašnjem dvorištu. Upotrebom velikih staklenih površina odvojeni su segmenti na objektu, kako odreðene prostorije tako i komunikacioni dio. Primjenom kubusnih masa prizemlje i sprat su i vizuelno razdvojeni što je doprinijelo oblikovnoj razuðenosti objekta.

The initial idea was based on principle of zoning with the aim to obtain a quality solution in terms of form. From the initial circular concept we came to a cubic one, with color as basic element for achieving visual identification of the facility. Bright colors stressed the masses of the cube and aim to develop dynamic architectural form. Glass surfaces are to break large masses, provide effect of transparency for the facility, vast daylight and glazed corridors allow for the view towards the yard. Usage of large glass spaces separates facility segments, in particu-lar rooms and communicational part. By application of cubical masses the ground floor and upper floors have been visually separated and this is providing facility’s indentation in form.

NASTAVNIK/ PROFESSOR: Prof.dr Svetislav G. Popoviá SARADNIK/ ASSISTANT: Ivana BabiáSTUDENT/ STUDENT: Tijana Miliá

TEMA: “Arhitektura je vizuelna umjetnost a zgrade priôaju za sebe”. ( Julia Morgan )

TOPIC: “Architecture is a visual art, and the buildings speak for themselves.“(Julia Morgan)


89


90

1. ulaz2. vjetrobran3. portir4. uôionice 8x5. hodnik6. sanitarni ôvor7. biblioteka i pom. prost.8. hol9. medijateka10. trpezarija11. sanitarije12. kuhinja13. ostave14. svlaôionice15. sanitarije16. trpezarija17. ulaz18. hodnik19. sanitarni ôvor20. zbornica21. ôajna kuhinja22. pedagog23. psiholog24. logoped25. stomatolog26. direktor27. pomoánik direktora28. raôunovodstvo29. sekretar30. pravna služba31. arhiva32. ulaz33. sala34. garderobe35. sanitarni ôvor36. hodnik37. prostorija za opremu38. nastavnik

1.entrance2.windbreak3.doorman4.classrooms 8x5.corridor6.sanitary block7.library8. hall9.media library10.dining room11.sanitary facilities12.kitchen13.storerooms14.changing rooms15.sanitary facilities16.dining room17.entrance18. corridor19. sanitary block20. staffroom21. kitchenette22. pedagogue23. psychologist24. speech terapist25. dentist26. director27. director assistent28. accounting29. secretary30. legal service31. archive32. entrance33. gym34. wardrobe35. sanitary block36. corridor37. equipment room38. teacher



1. hodnik2.sanitarni ôvor3.kabinet za geografiju 4.kabinet za likovno 5.informatika6.jezici7.kabinet za istoriju 8.kab.za.muziôko obraz.9.kabinet za hemiju 10.kabinet za biologiju 11.kab.za.tehniôko obraz.12.kabinet za fiziku 13.prostor za sjedenje

1.corridor2.sanitary block3.geography classroom4.art classroom 5.informatics6.languages7.history classrooms 8.music classroom9.chemistry classroom10.biology classroom 11.technial classroom 12.physics classroom13.sitting area

91

PRESJEK / SECTION

FASADA 3 / FACADE 3

FASADA 1 / FACADE 1

FASADA 2 / FACADE 2

FASADA 4 / FACADE 4

92

„Svi su kao leptiri, nastanu kao ružna i neprijatna stvorenja, a onda se pretvore u lijepe, graciozne leptire koje svi vole.“ Tako je nastao i pieridae, rijetki bijeli leptir sa crnim pjegama. Upravo je on bio moja inspiracija kada sam poôeo da stvaram ovu školu. Ra-zuðena osnova predstavlja modifikovanog bijelog leptira dok su crne pjege oslikane u otvorima koji su na izgled sasvim letimiôno postavljeni. Upravo ti otvori objektu daju dodatnu razigranost.Posmatrano sa sociološkog aspekta, škola je centar konekcija, raznolikih procesa, mjesto razvoja liônosti i formiranja stavo-va. Objekat karakterišu” džepovi u koridorima” namijenjeni za okupljanje i odmor, te dosta sadržaja namijenjenih društvenim aktivnostima.

„Everyone is like a butterfly, they start out ugly and awkward and then morph into beautiful graceful butterflies that everyone loves.“ That was how Pieridae developed, the rare white butterfly with black spots. It was my inspiration when I started to cre-ate this school. The base is modified dispersed white butterfly with black spots painted in the openings that are seemingly cur-sory set. These openings give the facility additional liveliness.Seen from a sociological point of view, the school is the center of connections, diverse processes, the place of personal-ity development and the formation of attitudes. The building is characterized by “pockets in the corridors” designed for as-sembly and recreation, and plenty of content for social activities.

NASTAVNIK/ PROFESSOR: Prof.dr Svetislav G. Popoviá SARADNIK/ ASSISTANT: Ivana BabiáSTUDENT/ STUDENT: Ðorðe Mrdak

TEMA: Metamorfoza leptira TOPIC: Metamorphosis of a butterfly


93


94

1. vjetrobran 2. ulazni hol 3. prostorija za domara 4. fotokopirnica 5. komercijalista 6. pravna služba 7. komunikacije 8. vjetrobran9. pomoánik direktora10. pedagog i psiholog 11. direktor 12. sanitarni ôvor13. stomatolog14. ôekaonica 15. dokor16. zbornica 17. sanitarni ôvor18. prostor za radnike19. ulaz u kuhinju 20. ostava 21. kuhinja 22. kafeterija 23. uôionica 1 24. uôionica 225. sanitarni ôvor26. komunikacije 27. sanitarni ôvor 28. produženi boravak29. produženi boravak30. prljavi hodnik31. muška svlaôionica32. sanitarni ôvor33. sanitarni ôvor 34. ženska svlaôionica35. prostorija za profesora 36. ôisti hodnik37. ostava za sprave 38. fiskulturna sala

1. windshield2. lobby 3. school keeper4. photocopiing5. comercialist6. legal service7. vertical communications8. windshield9. assistant director 10.psychologist & pedagogue11. director12. sanitary facilities13. dentist14. lounges15. doctor16. assembly hall17. sanitary facilities18. room for employers19. windshield20. storage21. kitchen 22. cafeteria 23. classroom 1 24. classroom 225. sanitary facilities26.communications27. sanitary facilities 28. extended stay 29. extended stay 30. dirty corridor 31. men locker room 32. sanitary facilities33. sanitary facilities 34. women locker room 35. auxiliary facilities 36. clear corridor 37. storage for devices 38. gym



1. hol 2. uôionica 13. uôionica 24. sanitarni ôvor5. vertikalne komunikacije6. sanitarni ôvor7. produženi boravak8. medijateka9. biblioteka10.kabinet za muziôko11. vertikalne komunikacije12.kabinet biologije13. pomoána prostorija14. pomoána prostorija15. kabinet za fiziku16. kabinet za hemiju17. pomoána prostorija18. pomoána prostorija19. kabinet za likovno20. ostava za pribor21. kabinet za tehniôko22. ostava za pribor23. pomoána prostorija

1. lobby2. classroom 13. classroom 24. bathroom5. vertical communications6. bathroom7. extended stay8. media center9. library10. cabinet for music11. vertical communications12. cabinet for biology13. auxiliary facilities14. auxiliary facilities15. cabinet for physics16. cabinet for chemistry17. auxiliary facilities18. auxiliary facilities19. cabinet for art20. storage21. technical cabinet22. storage23. auxiliary facilities

95

PODUŽNI PRESJEK A-A / LONGITUDINAL SECTION

POPREÛNI PRESJEK / CROSS SECTION





96

Obrazovanje je moja religija, iz ôega proistiche koncept ško-le-hram. Zenitalno osvijetljena uôionioca - uôitelj kao duhovni voða. Bijeli prsten - krug predstavlja oreol, krug koji se širi –ob-razovanje. Centralno dvorište kao trg - dnevni boravak-dom. Mje-sto okupljanja. Ulaz kao taôka susreta izmeðu ‘’trga’’ i igrališta - komunikacija meðu djecom prije i poslije nastave.Raznolikost arhitektonike u dvorištu osjeáaj neizrecivosti, nedokuôenosti. Prostor razuðen i otvoren ali i centralizovan - koncentrisan. Dolmen, stub, luk, trijem osjeáaj poznatog. “A mi tapkamo po-zadi sa lenjirom i šestarom i mislimo da se pitanje oseáaja (za grad) može rešiti nezgrapnom geometrijom.” Kamilo Zite.

Education is my religion and hence I provide a concept of a school - temple. Zenith like lightning of the classrooms and the teacher as a spiritual leader. White ring – circle represents an expanding halo – education. Central yard is an agora, living space and home. A place of congregation. The entrance point as a place where agora and schoolyard join – communication between children before and after lectures. Variety of architec-tural design in the yard account for a feeling of the unspeak-able. The space is indented and open but also centralized and concentrated. Dolmen, column, arch, porch, feeling of familiarity.

NASTAVNIK/ PROFESSOR: Prof.dr Svetislav G. Popoviá SARADNIK/ ASSISTANT: Vladimir BojkoviáSTUDENT/ STUDENT: Mark Dushaj

TEMA: Obrazovanje je moja religija TOPIC: Education is my Religion


97


98



1 zbornica 2 odlaganje dnevnika 3 ôajna kuhinja 4 sanitarije 5 uôionica 6 sanitarije 7 kabinet za muziôko 8 prostor za priredbe 9. tribine10 kabinet za geografiju 11 kabinet za biologiju 12 trpezarija 13 sanitarije 14 kuhinja 15 direktor 16 pomoánik direkrora 17 sekretar18 pravna služba 19 raôunovodstvo 20 sanitarije 21 zdravstvo 22 zdravstvo 23 pedagog 24 sanitarije 25 sala 26 tuševi, svlaôionice,sanitarije 27 kabinet za profesora 28 sprave 29 produženi boravaktuševi, svlaôionice, sanitarije 27 kabinet za profesora 28 sprave 29 produženi boravak

1. assembly hall2. space for logs3. kitchenette4. sanitary bloc5. classroom6. sanitary bloc7. cabinet for music8. space for events9. stands10. cabinet for geography11. cabinet biology12. dining room13. sanitary bloc14. kitchen15. director16. assistant director17. secretary18. legal service19. accounting20. sanitary bloc21. health services22. health services23. pedagogue24. sanitary bloc25. gym26. sanitary bloc27. cabinet for professor28. storage for devices29. extended stay

1 biblioteka 2 medijateka 3 kabinet za fiziku 4 kabinet za hemiju5 kabinet za informatiku 6 sanitarije 7 produženi boravak 8 garderober9 uôionica 10 kabinet za likovno 11 prostor za izložbe

1. library2. media center3. cabinet for physics4. cabinet for chemistry5. cabinet for information technology6. sanitary bloc7. extended stay8. wardrobe9. cclassroom10. cabinet of the art11. space for exhibitions

99



100

Projekat koji stoji pred vama predstavlja svojevremeni most koji povezuje prošlost, istorijsko zdanje i buduánost kojoj hi-tamo krupnim koracima. Osmišljen da ponosito stoji, kao i zemlja u kojoj egzistira (diše), pokušaáe da elegantnošáu svo-je figure zaživi kao spomenik školstva, edukacije i kulture.

Project which stands before you represents a modern-time bridge connecting the past, historical edifice and the future, towards which we are rushing with big steps. Devised to proudly stand, just like the country where it exist, it will try,with elegance of its figure, to live as a monument of the school system, education and culture.

NASTAVNIK/ PROFESSOR: Prof.dr Svetislav G. Popoviá SARADNIK/ ASSISTANT: Vladimir BojkoviáSTUDENT/ STUDENT: Miloš Ðikanoviá

TEMA: Spona TOPIC: Link


101


102



1.glavni ulaz sa vjetrobranom2. multifunkcionalni hol3.tribine za multifunkc. hol4. prostori za produženi boravak5.sanitarni ôvor6.sanitarni ôvor za adm.7. ulaz za administraciju8. pravna služba i raôunovodstvo9. direktor10. sekretarica11. pomoánik direktora12.ôajna kuhinja13. ostave za dnevnike14. zbornica15. zdravstvena služba16. pedagog i psiholog17. ulaz za kuhinja18. sanitarni ôvor za kuhinju19.kuhinja sa ostavom20. trpezarija21. ulaz za fiskulturni blok iz hola22. ulaz za fiskulturni blok 23. muška svlaôionica24. glavni ulaz u salu25. ženska svlaôionica26. prostorija za sprave27. kabinet za nastavnika28. sala29. kabinet za likovno 30. kabinet za muziôko31.prostorija za nastavnike32.ôajna kuhinja33.sanitarni ôvor za nastavnike34.prostor za mali odmor35. hol za uôionice sa garde-robama36. dvorišni ulaz za uôionice37. sanitarni ôvor38. uôionice

1.main entrance2. multifunctional lobby3. sitting area4. room for afercurriculum activities5. toilets6. toilets for administration7. administration entrance8. legal and accounting service9. principal’s office10. secretary’s office11. assistant principal’s office12. kitchen13. storage14. assembly hall15. health service16. educator and psychologist17. kitchen entrance18. toilet for kitchen 19. kitchen with storage area20. dining room21. gym entrance 22. gym entrance23.male changing room24. gym entrance25. female changing room26. room for instruments27. gym teacher’s office28. gym29. art with storage area30. music with storage area31. room for teachers32. kitchen33. toilets for administration34. rest area with playground entrances35. lobby with lockers36. playground classroom entrance37.toilets38. classrooms

1.glavni hol2.prostorija za prikazivanje video materijala3. medijateka4. kabinet za informatiku5. kabinet za jezike6. kabinet za tehniôko7. kabinet za biologiju8. kabinet za hemiju9. kabinet za fiziku10. sanitarni vor11.tribine za multifunkcionalni hol12. hol za uôionice sa garderobama13. požarne stepenice14. uôionice

1.main lobby 2.room for projecting video materials3. media center4. computer cabinet5. foreign languages6. technical education7. cabinet for biology8. cabinet for chemistry 9. cabinet for physics10. toilet11.sitting area12.lobby with lockers13. fire escape14. classrooms

103



104

FASADA 3 / FACADE 3

FASADA 1 / FACADE 1

FASADA 2 / FACADE 2

FASADA 4 / FACADE 4

105

FASADA 1 / FACADE 1

FASADA 2 / FACADE 2

106

Forma objekta podsjeáa na list, na grani drveta života. Isto kao i list mi se razvijamo, uôimo potrebne korake da bi zakoraôili u svijet prepun zagonetki koje treba da odgonetnemo. Forma objekta treba da podstakne djecu da razvijaju svoj intelekt kao i društveni život. Zato je osnovni koncept u organizaciji škole holski sistem, bez dugih hodnika i odvajanja starijih od mlaðih, da bi svi mogli da se druže i okupljaju tu i prvenstveno da uôe jedni od drugih. Sam hol je prozraôan, odiše toplim tonovima, priroda vani se dobro sagledava, uspostavlja se konekcija izmeðu unutrašnjeg i spoljašnjeg svijeta i postiže efekat homogenosti i jedinstva ambijenta. Opna od konstruktivnih elemenata koja obavija objekat obezbjeðuje utisak ušuškanog, sigurnog pro-stora što djeci treba. Onakav kakav je život, onakav je i oblik.

The form of the building has a structure of a leaf, on a branch of the tree of life. Just like the leaf we’re developing, we learn the necessary steps to step into a world filled with puzzles that need to be unraveled. The form of the object should encourage children to develop their intellect and social life. Thus, the main concept of the school organization is a hall system, without long corridors and separation of generations that should be able to gather and socialize here and learn from each other. The airy hall exudes warm tones, the natural landscapes out-side are visible, establishing a connection between the inner and the outer world and achieves the effect of homogene-ity and unity of the environment. Membrane of structural ele-ments that surrounds the facility provides an impression of a tucked and safe place that children need. Form follows life.

NASTAVNIK/ PROFESSOR: Prof.dr Svetislav G. Popoviá SARADNIK/ ASSISTANT: Vladimir BojkoviáSTUDENT/ STUDENT: Anðela Krsmanoviá

TEMA: List TOPIC: Leaf


107


108



1. glavni ulaz2. uôionice3. hol4. sporedni ulaz5. fiskulturna sala6. trpezarija7. kuhinja8. sanitarni blok9. zbornica, ôajna kuhinja10. sanitarni ôvor 11. pomoánik direktora12. sekretar direktora13. direktor14. pravna sližba15. zdravstvo, raôunovodstvo16. ulaz za administraciju17.ekonomski ulaz18.sala za predstave, kabinet za muziôko19. lift (za lica sa posebnim potrebama)20. portir

1. main entrance2. classrooms3. lobby4. side entrance5. gym6. dining room7. kitchen8. sanitary bloc9. assembly hall, kitchenette 10. sanitary bloc11. headmaster assistant 12. headmaster secretary13. headmaster 14. legal service15. health care, accountancy16. entrance for administration17. in economics(kitchen)18. theater, cabinet of musical education19. elevator ( for pupils wih special needs)20.porter

1. uôionice2. hodnici, most 3. medijateka4. biblioteka5. sanitarni blok6. kabinet za fiziku, hemiju, biologiju7. kabinet za jezike8. kabinet za likovno9. kabinet za informatiku10. pripremne prostorije11. lift, stepenište12.ôitaona13. bar

1. classroom2.corridors bridge 3. media center4. library5. sanitary bloc6. cabinet for physics, chemistry, biology 7. cabinet for languages8. cabinet for art9. cabinet for informatics10. preparatory rooms11. elevator, stairs12. reading room13. bar

109







Documents

Urednici / Editors Svetislav G. Popoviá & Svetlana K. … · ARHITEKTONSKI PROJEKTI ŠKOLA 22 ideje za 21. vijek ARCHITECTURAL SCHOOL PROJECTS 22 ideas for the 21th century Urednici