# RETHINKING THE SCHOOL

A project by SISTEMA LUPO in partnership with CEIP ORTIGUEIRA.

www.sistemalupo.com

# RETHINKING THE SCHOOL

Introduction

What?Who?Where?How?

Activities 2014/2015

The memory maps Model of the school Lupo at the school The cone 2015/2016

Acoustic ceiling The room by the trees 2016/2017

New toilet for/by children

The future

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During the course 2014/15 this experience was launched in the Primary Education Public Center Ortigueira with students from kindergarten and primary education.

The values obtained from the analysis of the immediate environment, in this case the school environment, coupled with the equipment and methodology used, are designed to systematize and replicate in different areas.

The experience of Sistema Lupo team on architecture is based on standaraized materials and cards with adaptive challenges for each individual school. Similarly the “memory planes” and the “project towards future” are something common to each center.

Certainly the case of Santa Cruzit is special for the peculiar of his past, but all centres can enrich its history with contributions from other generations.

Our goal is to continue the project in a plan of steps to end with the REAL project to expand the school.

We will try to continue this participatory dynamic that encompasses the entire educational community, parents, faculty, old alumni, and of course the actual ones.

In this course we have a team of 77 students willing to participate in the architectural future of their school.

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The kindergarten classrooms at our school are open spaces where a large number of daily interactions between children, teachers and families occur.

They are play areas, material perfectly classified and planned to acquire specific objectives in each of the areas of learning.

Space and play are two conditioning elements one for the other and decisive for achieving a constructive learning, where students are the creators and transformers of the game through the modification of the resources found in different spaces.

We plant new teaching spaces and collect various forms of intelligence!

We are agents of an educational process, with the aim that students live in first person the process of transformation of buildings and their environment; according to their technical complexity and the functional dimensions, aesthetic and educational.

“Rethinking school” as a child, student, parent, member of the ANPA and lately as mayor in the territory of CEIP Ortigueira, is a challenge, an illusion but above all an educational, architectural and life project that should ensure the future of a center with more than 85 years, which is a living part of the history of Vedra, in a privileged place, distinct and beautiful as the people of these lands of the Ulla Valley.

Pioneer project in Galicia and Spain, in which children, teachers, the people and institutions are key players in an ongoing dialogue where you build your perfect school to cover all your needs. Born slowly but steadily with the firm intention to become a reality in a reasonable and timely manner. Sure that, together, we got it, for this is also the future of our people and our country.

Carlos Martínez CarrilloAlumnus, parent of students and Mayor of Vedra

Mirian Miramontes Borrajo

Teacher

Luís Martínez Sánchez

Teacher

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Rethinking the school is a project that is based on a “total experience” integrating architecture and education.

Given its transversity it seems difficult to define and even we discarded the name at first we called it C Cubed, School-Community-Building (Colegio-Comunidad-Construcción in spanish) are concepts that were common during this process and where at the end they were gaining weight others as participation, game, action... The project was not born with the intention to be at the theoretical level, nor as an usual order. This allowed us to work with one foot in reality and the other in the hope of seeing all or part ever built ...

In 1928 the old building was built in Ortigueira, that allowed to concentrate in the same place and give continuity to the schools of boys and girls who came running intermittently scattered by the parish of Santa Cruz de Ribadulla.

In 1995 the new building was built, which coincided with the entry LOXSE allowed to leave behind the incomplete center, and laid the foundation of the school as we know it today.

From here we will bring our grain of sand to a project that aims to improve the functionality of integrating facilities in the environment and consolidate an educational supply with quality products and services that society demands of the XXI century.

Fermín González BlancoDirector Sistema Lupo & Architect

Xaime Furelos Vázquez

Headmaster CEIP Ortigueira

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What?Comprehensive and experimental educational project focused on collaborative work that promotes a sense of community within the school and with their environment.

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Who?Project carried out in a maximum condition of complicity between the cloister, ANPA, City Council and students of the CEIP Ortigueira in Santa Cruz de Ribadulla.

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Where?In a school with a very special history. In its day it was an educational experimental prototype, linked to the Free Institution of Education, designed by architect Antonio Flórez, “the architect of the schools”.

At present the school is awaiting a new extension to connect the bodies of nursery and primary schools. At this point the project connects with the educational community to think how the future should be.

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How?Different overlapping activities in a coordinated manner guided by the faculty ensuring consistency pedagogical project as a whole are projected.

Under the motto “architecture also educates” activities seek to raise awareness of the importance of the immediate environment of everyday spaces.

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2014/2015

Activities

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2016/2017

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Thememorymaps

As a first step in the project a historical analysis of the school and buildings it is proposed. To do this, a joint research with all students is made. The goal is to develop a map of the memory where the experiences, anecdotes and memories of the students, their parents, their grandparents or neighbors to condense who studied in the CEIP. Thus a timeline with the various events that happened at the school over the years and the changes that occur in the center since its inception is drawn.

This phase allowed strengthening intergenerational relationships within the school and open participation process to the community of alumni with the particularity that the population are a large majority of parents and grandparents of today’s pupils.

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For me working with professionals like Fermín Blanco, seems like a very interesting experience. And fun.

Sara Lema Seoane. Student

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Themodelof theschool

As a second step and in parallel to the memory maps model of the whole school is done. It is understood as a form of analysis and critical reflection on the spaces they inhabit at this stage of training. It is intended to introduce students to the concept of the scale and spatial vision and also increasing their manual skills.

The model, in any case, is an element of play and brainstorming among students. In the same way that the toy, the model encourages teamwork and collaboration.

The detail of the model allows to observe and some of the most obvious concerns appear. The main one is the need to link the two buildings for classrooms with a covered pergola and the possibility of reaching the house of the master indoor and reuse the building and cafeteria.

Interest in the recovery of underused areas within the complex and the problematic due the aerial laying of facilities or the presence of a transfromer near the school entrance are also displayed. At present the necessary steps are being taken to bury the transformer and transfer arrangements.

There is therefore a clear desire to recover the unity of complex and avoid distinctions between new and old or between the classroom and the teacher’s house. Everything is a school.

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At recess we finished the model, we were all very involved bringing materials and collaborating. All children helped in everything even if it was tiny. Because if these children had not worked, there would be many unfinished parts.

Israel Barrul. Student

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Lupoat theschool

“Lupo at the School” is a version of extracurricular workshops that come from the experience of a group of architects (sistemalupo) in annual Nenoarquitectura museum workshops and summer camps.

Ten 90-minute sessions where issues related to architecture and the arts, history or science are treated. In this program Architecture is considered the binder of many other disciplines which are being addressed in the classroom in specific ways and adapted to the academic curriculum.

This educational model based on projects of great presence in our centers is complemented by a flexible programming of lot of challenges and documentation easily appropriated by the teacher. It consists of individualized activities to be carried out with Lupo materials (Super Lupo, Eco Lupo, Lupo Plot, DIY, or virtual Lupo, our application). All material and patents are part of a larger project aimed to enter the values of the architectural discipline in education.

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Both me and my colleagues had a great time! Although they must be very patient with us!I also think that thanks to him we have creative and fun spaces.

Sara Lema Seoane. Alumna

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The cone (1).Fromtheorytopractice

Following the work of artist Gordon Matta Clark, we plan an intervention on the teacher’s house as an act of reflection on how educational spaces should be in the XXI century and what role students must play in shaping these spaces. We cross the logic of educational systems to the spaces in which we educate trying to break down the walls of conventional education in a not metaphorical way.

The project is meant as a teaching unit itself where you can explain in simple terms the conical geometries derived from the different intersections of a plane with a cone. A practical approach its seaked primarily through small easily constructible models with a simple cardboard to understand the geometric rules.

Emptying cone-shaped exposed in the master’s house is intended to introduce students in geometric and mathematical concepts in a practical and fun way. The intersections of the cone with walls and floors generate geometries shaped ellipse, parabola or hyperbola.

All this implies the self transgressor effect of the artistic action. What at first looks like a collective madness ends up becoming a clear, effective action that will transform the space and make students definitely taking over it and identifying themselves with it.

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The construction of the model seemed to me a very good idea because it allowed us to better understand our school and know many types of materials.Another idea that emerged was the hole in the teachers house where we can play in it when it rains and move from side to side through walls.

Alicia Santaya Vázquez. Student

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The cone (2).Conqueringmyspace

The project sees education as a lifelong learning process. Demolition phases were executed by the students of a workshop school in which participants perform practices through this activity while complementing their training in masonry techniques.

Red color is assigned to all elements inside the cone or intersecting with it. Walls, ceilings, railings and lamps are capable of be painted if found inside the cone. And all this while staying within the lines drawn by the children themselves.

The final image of the intervention is set to be seen from the apex of the cone located in one of the rooms. The apex is located at the height of the student so that the work makes sense from that point of view being opencast the secret of the work as we abandon this perspective.

The whole house becomes through this operation in a play space for children which they appropriate and that so far remained unused. A new laboratory for experimentation and play.

The model on which we reflect and rethink the school is in this space in red, moving, changing... a space where we can observe from the apex of the cone like a peephole.

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The hole in the house of the teachers was very good, because we can move from one side to the other without having to go through the doors. Also the red colour is nice on the wall, because then when you look through the small hole appears that the house is all red.

María Filloy Seijo. Student

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Theacous ticceiling

Among the conclusions of the analysis phase it appears as subject to solve the acoustic treatment of the dining room. It is a recurring case in many schools, the dining room is a piece that was incorporated into the building program at the request of the ANPAS and managed directly by them. His success in managing pushed the regional administration to offer this service which is currently commonly used, yet the acoustic conditions are not met.

The dining room has a very high rate of reverberation due to glass facades surrounding the space. The lack of surface absorption was resolved with the inclusion of a phono absorbent panels replicating the Lupo figures combined as a mosaic and creating a participatory activity with children. All these activities were carried out with the support of local companies or the council works brigade leaving an open part for the child’s participation.

The aim is to create an atmosphere of participation of all users so that children themselves are able to solve the problem and understand it directly. It is a new example of action-reaction relationship between theory and practice. This activity is accompanied by lectures where acoustic concepts guided by Luis Martinez (the music teacher) are shown. The final mosaic in two colors (white-orange), reproduces different exercises which display Gestalt laws and thus play with perception. The acoustic ceiling is a new edutainment component itself.

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We had a big problem with acoustics in the dining roomwhen all the kids were here. The truth is that it was resolved in an efficient way and it is a very cheerful space.

Manuel Iglesias. Teacher

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Theroomby thetrees (1)

“Architectures Vivas” is another activity that complements and draws on the possibilities offered by the school offer. In this case it is a proposal for the program “Voz Natura”, a program of the newspaper “La Voz de Galicia” to involve the school community of Galicia in the recovery and protection of nature through annual programs developed in the centers.

In this case the creation of a shelter or nature classroom in the yard, particularly in the area most densely populated by trees of different size, one of which was dried and should be cut. It seems a good time to pay homage.

The protagonist geometric of the project is proposed; the “ear”, a polycentric figure based on three circumferences of different radius. In fact we will use the cut tree as the center of one of the circles of the ear to draw the trace of our construction.

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The idea of making a playhouse in the yard I think it’s going to be great because then we’ll entertain a bit and it will be a fun activity.

Iria Otero Álvarez. Student

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Theroomby thetrees (2)

The project will also allow us to work in collaboration with an artisan-biologist specialist in this field: Idoia Cuesta, who excelled in the field of design through the use of techniques related to traditional basketry. His work is defined as contemporary basketry and will be a cornerstone of this activity. Working with Idoia allows us to make a complete tour through the material and technical, to finish weaving our own architecture.

The technique of living structures also requires careful pruning care and subsequent replanting of wicker so that we will be sensitive to the time of year and soil moisture.

It is also a way to experience the space of the new volumes proposed, the ear operation starts on the right foot!!

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It’s a pleasure to see the participation and involvement of students!

Idoia Cuesta Alonso.Guest Artisan-Biologist

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Newtoiletfor/bychildren

In the third year we propose the construction of a new toilet for children. It is considered as a project on which the children are part of it from the approach, giving shape to one of the spaces that they use daily.

The works bring surprises and the first has been to find, during the demolition, clues of our industrial history in the bricks. In this way we learned more about Cerámicas la Caeyra, founded by the Marquis of Riestra and suppliers of the material with which the school was built.

These bricks have been reused to build the new façade, where the boys and girls are posing the new design that will define it.

The interior space is defined with curious elements related to its future users as the slide that can be reconverted into a classroom table.

Also education and learning are present in the Color Lab designed to learn many things about how pigment blends work.

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Thearchitec tureof itstimeProject for the extension of the school that connects the two blocks with architecture of its time.

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DINING ROOM

OUTSIDE USE

NURSERY

BUILDINGS CONECTION

PRIMARY

STAIRCASE

AUDITORIUM

PERGOLA & NEW ACCESS

new dining and rehabilitation of the

teacher’s home as kitchen and toilets

new uses and constructions outside: garden, sandpit, room

by the trees, ...

rehabilitation of the original block solving

accessibility

connection between primary and nursery areas with a hall which also communicate with the staffroom

new hall floor and connection to the outside area of the school

rehabilitation of the block to reuse the existing classrooms opening them to the garden.

multipurpose outside area on the deck of the auditorium / gym

covered outdoor area that connects the dining room

with classrooms and formes the new access

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Downstairs / Independent use1. Access2. Gim/Auditorium [247,2m2]3. Access4. Music classroom [53m2]5. Boiler room [36,7m2]6. Toilets

Outside areas7. Room by the trees8. Sandpit10. Outside auditorium15. Yard Chimney24. Playground28. Pond29. Vegetable garden

Basement

SURFACES

ACTUAL SCHOOL

Primary Building480,03 Nursery Building334,72Teacher´s house125,24

TOTAL 940 m

REMODELED SCHOOL

Nusery + Primary 1360,6 m²Teacher´s house (Dining)193,2 m²Covered outside areas338,5 m²Boiler room36,4 m²

TOTAL 1928,7 m2

Primary area9. Toilets [50m2]11. Classroom [58,1m2]12. Classroom [49,5m2]13. Classroom [50,9m2]14. Classroom [50,6m2]23. Office [52,7m2]

Nursery16. Greenhouse [17,9m2]17. Hideout [19,1m2]18. Classroom [51,2m2]19. Playhouse [12m2]20. Toilets [8,9m2]21. Classroom [247,2m2]22. Hideout [9,7m2]30. Toilets [18,5m2]31. Multipurpose room [48,3m2]32. Extra classroom [29,3m2]

Dining-room25. Toilets [26,3m2]23. Dining [51,6m2]24. Kitchen [18,5m2]33. Meeting room [59,4m2]

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Ground Floor

First Floor

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A project by Sistema Lupo in colaboration with CEIP Ortigueira

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Coordinator

CEIP Ortigueira

Team

Booklet

Photography

Fermín González Blanco

Xaime Furelos Vázquez Luís Martínez Sánchez Mercedes Maril YáñezManuel Ángel Iglesias GómezRosario Casal MosqueraMirian Miramontes BorrajoEsther Domínguez DubraFrancisco Ferreiro Blanco

David Rodríguez AntuñaSaúl Gómez RubioLuis Miguel Fernández López

Borja Díaz Carro

Estudio Fermín BlancoCEIP Ortigueira

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Vedra, January 2017.

www.sistemalupo.comwww.ceip-ortigueira.blogspot.com.es

# REPENSANDO LA ESCUELA