The dissolution of the classroom: Finmere Primary School (1958-59), an integrative, specific and active learning

The dissolution of the classroom: Finmere Primary School (1958-59), an integrative, specific and active learning

The present article describes Finmere Primary School (1958-59), by the architects David and Mary Medd, which belongs to the Development Projects in Great Britain. The methodology of the article responds to Herbert Read´s theses in his book Education through Art (1943) and influential professionals,...

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Glavni autori: Lacomba Montes, Paula, Campos Uribe, Alejandro
Format: Online
Jezik:spa
Izdano: Universidad Diego Portales 2018
Online pristup:https://www.revista180.udp.cl/index.php/revista180/article/view/450
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id oai:ojs.revista180.cl:article-450
record_format ojs
institution Universidad Diego Portales
collection OJS
language spa
format Online
author Lacomba Montes, Paula
Campos Uribe, Alejandro
spellingShingle Lacomba Montes, Paula
Campos Uribe, Alejandro
The dissolution of the classroom: Finmere Primary School (1958-59), an integrative, specific and active learning
author_facet Lacomba Montes, Paula
Campos Uribe, Alejandro
author_sort Lacomba Montes, Paula
title The dissolution of the classroom: Finmere Primary School (1958-59), an integrative, specific and active learning
title_short The dissolution of the classroom: Finmere Primary School (1958-59), an integrative, specific and active learning
title_full The dissolution of the classroom: Finmere Primary School (1958-59), an integrative, specific and active learning
title_fullStr The dissolution of the classroom: Finmere Primary School (1958-59), an integrative, specific and active learning
title_full_unstemmed The dissolution of the classroom: Finmere Primary School (1958-59), an integrative, specific and active learning
title_sort dissolution of the classroom: finmere primary school (1958-59), an integrative, specific and active learning
description The present article describes Finmere Primary School (1958-59), by the architects David and Mary Medd, which belongs to the Development Projects in Great Britain. The methodology of the article responds to Herbert Read´s theses in his book Education through Art (1943) and influential professionals, Christian Schiller and Robin Tanner, who together with the Medds, supported his theories about the importance of the Arts in the personal development of the individual.The article focuses on describing how the spaces of the school, and the school as a whole, lend themselves to the development of the theories raised by these thinkers, to analyze the validity of their approaches in the present. The description of the project strategies helps to understand the architectural space in relation to some theoretical concepts that understand the human being as creative in a community environment. In the first place, the school will be explained as a single learning space without classrooms, promoting learning that integrates several disciplines. Next, as a place that absorbs the simultaneity of activities, a built-in variety school designed for specific activities. Finally, the school will be interpreted as a workshop that facilitates learning through experimentation and forces students to participate actively, building their own working corners.The article is limited to the study of a school in the British territory, as a particular case that allows us to see, through its evolution, how the educational and architectural discipline could jointly make a significant advance in the post-war schools. Finmere Primary School´s project adapts to the pedagogical concepts still in force today, so we can learn from it fundamental strategies for the design of educational spaces.
publisher Universidad Diego Portales
publishDate 2018
url https://www.revista180.udp.cl/index.php/revista180/article/view/450
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spelling oai:ojs.revista180.cl:article-4502019-07-09T01:36:57Z The dissolution of the classroom: Finmere Primary School (1958-59), an integrative, specific and active learning La disolución del aula: Finmere Primary School (1958-59), un aprendizaje integrador, específico y activo Lacomba Montes, Paula Campos Uribe, Alejandro active learning; Development Projects; learning spaces; Mary Medd arquitectura, educación, arte. aprendizaje activo; Development Projects; espacios de aprendizaje; Mary The present article describes Finmere Primary School (1958-59), by the architects David and Mary Medd, which belongs to the Development Projects in Great Britain. The methodology of the article responds to Herbert Read´s theses in his book Education through Art (1943) and influential professionals, Christian Schiller and Robin Tanner, who together with the Medds, supported his theories about the importance of the Arts in the personal development of the individual.The article focuses on describing how the spaces of the school, and the school as a whole, lend themselves to the development of the theories raised by these thinkers, to analyze the validity of their approaches in the present. The description of the project strategies helps to understand the architectural space in relation to some theoretical concepts that understand the human being as creative in a community environment. In the first place, the school will be explained as a single learning space without classrooms, promoting learning that integrates several disciplines. Next, as a place that absorbs the simultaneity of activities, a built-in variety school designed for specific activities. Finally, the school will be interpreted as a workshop that facilitates learning through experimentation and forces students to participate actively, building their own working corners.The article is limited to the study of a school in the British territory, as a particular case that allows us to see, through its evolution, how the educational and architectural discipline could jointly make a significant advance in the post-war schools. Finmere Primary School´s project adapts to the pedagogical concepts still in force today, so we can learn from it fundamental strategies for the design of educational spaces. El artículo analiza la escuela de Finmere (1958-59) de los arquitectos David y Mary Medd, perteneciente a un grupo de proyectos conocidos como los Development Projects en el Reino Unido. La metodología del artículo atiende a las tesis de Herbert Read a través de su libro Educación por el arte (1943) y de profesionales influyentes como Christian Schiller y Robin Tanner que, junto con los Medd, apoyaban sus teorías acerca de la importancia del arte en el desarrollo personal del individuo. El artículo se centra en describir cómo los espacios de la escuela, y la escuela como conjunto, se prestan al desarrollo de las teorías planteadas por estos pensadores, para analizar la validez de sus planteamientos en la actualidad.La descripción de las estrategias proyectuales ayuda a comprender la forma del espacio arquitectónico basada en el ser humano como ser creativo en un ambiente comunitario. En primer lugar, se explica la escuela como un único espacio sin aulas, fomentando un aprendizaje que integra varias disciplinas. A continuación, como un lugar que absorbe la simultaneidad de actividades, una escuela hecha por partes (built-in variety), diseñada para actividades específicas. Por último, se interpreta la escuela como taller que facilita el aprendizaje a través de la experimentación y obliga a los alumnos a participar de forma activa, construyendo sus propios rincones de trabajo.El artículo se limita al estudio de una escuela en el territorio británico, como un caso particular que permite ver, a través de su evolución, cómo la disciplina educativa y la arquitectónica pudieron realizar conjuntamente un avance significativo en las escuelas de posguerra. El proyecto de Finmere se adapta a los conceptos pedagógicos vigentes aún, por lo que se puede aprender de ella estrategias fundamentales para el diseño de espacios educativos. Universidad Diego Portales Los autores agradecen el apoyo del Ministerio de Educación, Cultura y Deporte, del Gobierno de España. 2018-11-20 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://www.revista180.udp.cl/index.php/revista180/article/view/450 10.32995/rev180.Num-41.(2018).art-450 Revista 180; Núm. 41 (2018) Revista 180; Núm. 41 (2018) 0718-669X 0718-2309 spa https://www.revista180.udp.cl/index.php/revista180/article/view/450/370 https://www.revista180.udp.cl/index.php/revista180/article/downloadSuppFile/450/417 https://www.revista180.udp.cl/index.php/revista180/article/downloadSuppFile/450/418 https://www.revista180.udp.cl/index.php/revista180/article/downloadSuppFile/450/419 https://www.revista180.udp.cl/index.php/revista180/article/downloadSuppFile/450/420 https://www.revista180.udp.cl/index.php/revista180/article/downloadSuppFile/450/421 https://www.revista180.udp.cl/index.php/revista180/article/downloadSuppFile/450/422 https://www.revista180.udp.cl/index.php/revista180/article/downloadSuppFile/450/423 https://www.revista180.udp.cl/index.php/revista180/article/downloadSuppFile/450/424 https://www.revista180.udp.cl/index.php/revista180/article/downloadSuppFile/450/425 https://www.revista180.udp.cl/index.php/revista180/article/downloadSuppFile/450/426 https://www.revista180.udp.cl/index.php/revista180/article/downloadSuppFile/450/610 https://www.revista180.udp.cl/index.php/revista180/article/downloadSuppFile/450/611 https://www.revista180.udp.cl/index.php/revista180/article/downloadSuppFile/450/612 https://www.revista180.udp.cl/index.php/revista180/article/downloadSuppFile/450/613 https://www.revista180.udp.cl/index.php/revista180/article/downloadSuppFile/450/614 https://www.revista180.udp.cl/index.php/revista180/article/downloadSuppFile/450/615 https://www.revista180.udp.cl/index.php/revista180/article/downloadSuppFile/450/616 https://www.revista180.udp.cl/index.php/revista180/article/downloadSuppFile/450/617 https://www.revista180.udp.cl/index.php/revista180/article/downloadSuppFile/450/618 https://www.revista180.udp.cl/index.php/revista180/article/downloadSuppFile/450/619 https://www.revista180.udp.cl/index.php/revista180/article/downloadSuppFile/450/620 Copyright (c) 2018 Revista 180 https://creativecommons.org/licenses/by/4.0

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