Is the colour of the bench important?
The interior is a layer that builds on the architecture and works with emotions, orientation in space and inclusivity. It does not fill the form, but develops it naturally. We often create our own narrative from the context of the place. In other cases, we leave room for individual completion by the users themselves. Sometimes we intervene in the environment only sensitively, almost “acupuncture”. Schools located in the landscape literally require the use of the inside-out principle, where nature “enters” the interior and children’s activities spill out – the boundary between interior and exterior is virtually blurred.
Our designs are based on research-based pedagogical and spatial principles. These help us to structure our work with colours and materials with respect to the scale of the space. The colour of the bench alone will not change the school. However, in the context of the whole space, it can promote focus and an overall aesthetic and relationship with the environment.
School play today
The play school principle has undergone a modern transformation and after many years is no longer just an alternative to conventional education. It has become the basis for modern methods of developing the child’s autonomy, curiosity and intrinsic motivation, which are now widely applied in the design of schools of the future. For younger children, these principles are reflected in various types of play – haptic panels, climbing frames, writable walls, or cooking, gardening or music lessons. Older children’s perceptions can often be conflicting, so it is important to give them access to different types of stimuli – for example, through different forms of seating, high or balance chairs or hammocks. Spaces thus need to be designed not only for entertainment but also for emotional regulation.
One contemporary development of these principles is the concept of thelearning landscape, shaped by the ideas and research of Rosan Bosch. The school in this concept is not a set of closed classrooms, but a fluid space that encourages concentration, collaboration and movement, in which silence and stillness are equally important. Learning thus naturally extends to the front of the room and to areas that are not normally used.
Other approaches build on the flexibility of the environment, which research shows positively influences learning outcomes, and on creating smaller scales of space to promote a sense of safety and calm. Floors and walls stop being passive backdrops – they become active elements that stimulate curiosity and creativity. Residential stairs foster a sense of community and safety, key factors in preventing bullying and promoting social inclusion.
Colour and materials as the opposite of institutional language
The colours, shapes and materials used tell the stories of the space. We use more expressive and active colours mainly in communal areas, while subdued and calm colours are used in areas for individual work or relaxation. The organic shaping of elements, the wooden surfaces of structures and bespoke furniture bring an element of nature into the interior and contribute to stress reduction. The use of innovative materials such as recyclates promotes environmental awareness and teaches the principles of circularity not only to children. Neutral palettes in the classrooms promote concentration and allow for the individualisation of space.
As Rosan Bosch says: “Space teaches as much as the teacher.” Each school is the result of a combination of several principles that work in synergy to create a rich spatial composition and variety of experiences during the school day – for students, teachers and other staff.
Our approach
The topic of education has long resonated in our studio. We focus on schools not only in architectural competitions, but especially in the development of projects to be implemented in the coming years. We consider it rare that we can develop this complex area across teams working “under one roof”. This creates a space for discussion and meaningful integration of conceptual principles of architecture, public space and interior design, with respect for the individual specialisation and experience of each profession.
You can read about how we work with the context of the place and the internal layout of the spaces in the article What did your school look like?
