Design:Layout 1 08/07/2009 12:41 Page 15
design
Long corridors with square classrooms do not provoke images of creativity, interaction
and expression. While those values may be inherent in the curriculum, they are not
apparent in many of the ageing school buildings around the UK, reflecting the fact that
while educational theory and curriculums have changed greatly over the past 50 years,
buildings are not quite as adaptable.
Evolution is key
for future schools
T
HE BUILDING Schools for the Future school KHR designed ten years ago,
programme suggests, by its name, Brøndsted remarked on the integral
that schools need to be designed evolution that occurs in modern and
for the years ahead. But the challenges innovative schools. “When you finish a
of the future, in particular how new school it takes many years for it to reach
school buildings can remain relevant its potential. You need to go back time
through the ages to come, aren’t as and time again to slightly adjust details,
easily defined. until it works for everyone who uses it.”
“Ten years ago we built schools with
separate computer areas; today Reinterpret
computers are integrated into every area CF Møller Architects is another firm at
in a school,” reports Jakob Brøndsted, the forefront of innovative school design,
architect and partner in KHR Architects and who presented at the conference.
based in Copenhagen. He was speaking at Partner Julian Weyer emphasised the
the Learning from Denmark conference need for gaining inspiration from what
held in London in June. The conference, has come before, in order to design
organised by the Danish Embassy, aimed schools for the future. At Aarhus
AP Møller School, Germany, designed by
at encouraging collaboration in design. University in central Denmark, founded in
CF Møller Architects. When presenting an example of a 1928, Weyer commented that the key to
edbmagazine.co.uk 15
Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60  |  Page 61  |  Page 62  |  Page 63  |  Page 64  |  Page 65  |  Page 66  |  Page 67  |  Page 68  |  Page 69  |  Page 70  |  Page 71  |  Page 72  |  Page 73  |  Page 74  |  Page 75  |  Page 76  |  Page 77  |  Page 78  |  Page 79  |  Page 80  |  Page 81  |  Page 82  |  Page 83  |  Page 84