KARABAKH 学校原型

Planlaşdırılan ərazi Baltik dənizi səviyyəsindən 300-400 metr yüksəklikdə 4-cü iqlim qurşağında yerləşir. Orta illik yağıntının miqdarı 488 mm, buxarlanma sürəti isə 899 mm-dir. Külək rejimi mülayim qərb, il boyu şimal-qərb və şimal küləkləri ilə ən az müşayiət olunan şimal-şərq və şərq küləkləri ilə xarakterizə olunur. Küləyin orta illik sürəti 1,9 m/s-dir.

Məskunlaşma üçün bütün ərazi boyunca axan çay əsas su (ehtimal ki, içməli) arteriyadır.

ƏSAS DƏYƏRLƏR | CORE PRINCIPLES

FUNKSİONAL SİNERQİYA |

PROGRAMMATIC SYNERGIES

One of the most interesting and challenging parts of the project was trying to understand what kind of habitation patterns exist, or can exist within the given city structure. Can the school accommodate some of the city’s needs and if so how would that define its role within the community. Can the school become a social hub for students as well as a professional training ground for young individuals. Can it serve its educational function in a more hands-on way by incorporating some of the functions that are conventionally kept separate? We genuinely believe that the best way to prepare children to become a valuable parts of the society is to start integrating the social interactions early on rather than thinking of the school as a fortress meant to protect and isolate the children from the society. As it was mentioned before, this is difficult to manage in an urban setting, however, we have a unique opportunity to better curate the interactions that happens organically in rural towns. Kids learn about farming from their parents, they learn about internet from their friends and they learn how to live in a society through a consistent interactions with their neighbours. So why not approach the design of the school in such a way to accommodate these interactions in a more meaningful way?

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