14th International UIA - UNESCO Seminar Life Long Learning

CMNBROOK, BLOOMFIELD HILLS, MICHIGAN, USA, JULY 1998 UIA Working Programme ((Educational and Cultural Spaces))

Szcreteriat: Technical Chamber of Greece Athens

Athens 2000

Contents Section

In troduction 1

Participants - UIA Members, UIA Guests, Others Acknowledgments

Welcome Addresses 2

John J. Castellana, FAlA Gerhardt Knoedel Rodolfo Almeida

Keynote Speakers 2

Gunnar Birkerts, FAlA Balthazar Korab Rein0 Tapanien Dirk Mooji and Luut Rienks Cesar Pelli, FAlA Tod Williams, FAlA Chris Mc Voy Jerry Lawrence, FAlA William Ains worth Bruce Jilk, AIA

Site Visits 3

University of Michigan Law Library Media Union School of Music

West Bloomfield School District Gretchko Elementary School

Birmingham Public Schools Conference and Training Center

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Contents Section

Sumant Wandreker Jaacov Hertz Jadille Baza Apud Rodolfo Almeida Stefan Stefanov Popov Antonio Jose Rodriquez Subero Janusz A. Wlodarczyk

Seminar Summary 5

Curriculum Vitaes - Speakers 6

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Introduction

In July, the United States hosted the ldh UIA / UNESCO Seminar at Cranbrook, Eliel Saarinen’s Educational and Cultural masterpiece in Bloomfield Hills Michigan. The seminar focused on architectural ingredients that help shape environments to facilitate “Lifelong Learning” opportunities.

The International Union of Architects (UIA) Working Group on Educational and Cultural Facilities were the main participants to this seminar with over 75 international delegates in attendance (largest attendance ever)! This UIA Working Group meets annually to discuss and explore issues to improve educational environments worldwide.

The American Institute of Architects plays a major role with the UIA Working Group by sponsoring an individual Architect from the Committee on Architecture for Education PIA. Currently, John J. Castellana, FAIA (TMP Associates, Inc. Bloomfield Hills Michigan) serves as the American delegate to this group. John spearheaded the planning of this program at Cranbrook which featured internationally acclaimed architects that had a Saarinen or Cranbrook connection. Along with the international delegates, numerous local architects and CAE members attended the week long event.

Featured speakers included:

Gerhardt Knodel, Director of Cranbrook Academy of Art Rodolfo Almeida, former Director of Architecture for Education, UNESCO, Paris Gunnar Birkerts, FAlA Balthazar Korab, Hon. AIA Reino Tapaninen, Finland Dik Mooji, Netherlands L uut Rienks, Netherlands Cesar Pelli, FAlA Tod Williams, FAIA Chris McVoy (Steven Holl Architects) Jerry Lawrence, FAlA Bill Ains worth, United Kingdom Bruce Jilk, AIA

Cesar Pelli, FAIA, Balthazar Korab (architectural photographer) and Gunnar Birkerts, FAIA all worked at the Saarinen office and shared their past and current work in context with the spiritual influence of Saarinen. Tod Williams, FAlA has recently designed a new Recreation/Sports Center for Cranbrook which is under construction which was described in detail. Steven Holl Architects have just completed a new Science Center Addition at Cranbrook which was presented by Chris McVoy, an energetic and articulate young architect in Steven’s office. Reino Tapaninen’s presentation entitled “Eliel Saarinen in Finland‘, outlined the career of this architectural genius throughout his professional life in Finland. All in all the presentations were outstanding and very well received by the international delegates and American Architects in attendance.

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The seminar theme 'Lifelong Learning" was purposely a very broad topic. Architects are constantly learning and are influenced directly by personal experiences. The Cranbrook setting, with its beautifully articulated architectural character blended into a gently rolling natural setting, was an appropriEIte venue for examination and reflection of this focus.

The seminar was made possible due to the generous contributions of the American Institute of Architects, AIA Michigan, AIA Detroit, Lawrence Technological University, TMP Associates, Inc., and Burr Lawrence Rising + BatedArchitects.

John J. Castellana, FAlA

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UIA Working Group on Educational and Cultural Spaces in Attendance

Bill Ainsworth Rodolfo Almeida Rita de Cassia Alves Vaz Jadille Baza Frid Buhler John J. Castellana, FAIA Neville Clouten Vladimir Damianov Joao Honorio de Meilo Filho Jan Dolejsi Zeev Druckman Heike Eberhardt Jose Manuel Rebelo Freire da Silva Jaacov Hertz Lajos Jeney Jerry Lawrence, FAlA Thomas McKittrick, FAlA Ross Meakin Lourdes Melendez A. Eduardo Millan Dirk Moo0 Betty Politi Stefan Stefanov Popov, Ph. D Luut Rienks Antonio Jose Rodriguez Subero Jacobo Schneider Anton Schweighofer Reino Tapaninen Kees van derZwet Sumant Wandrekar Janusz A. Wlodarczyk

UNITED KINGDOM FRANCE BRASIL CHILE GERMANY USA AUSTRALIA BULGARIA BRASIL REPUBLIC SLOVAK ISRAEL GERMANY PORTUGAL ISRAEL HUNGARY USA USA AUSTRALIA VENEZUELA VENEZUELA THE NETHERLANDS ISRAEL BULGARIA THE NETHERLANDS VENEZUELA ARGENTINA A US TRlA FINLAND THE NETHERLANDS INDIA POLAND

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UIA Guests

James Biehle, AIA Gunnar Birkerts, FAIA Sylvia Birkerts Eduardo Blanc Wim Blok Tom Blurock, AIA Eize Boonstra Barb Castellana Ellen Czaplewski Aida Angulo De Rodriquez Zuzana Dolejsiova Peter Groot Charles Heerdink Marjorie Hertz Patti Jilk Bruce Jilk, AlA Balthazar Korab Monica Korab Linda Lawrence Mary Lucas Tom Lucas, FAIA Mildred Mambie Barb McKittrick Chris Mc Vo y Ria Mooij-Smit Glen Paulsen, FAIA Cesar Pelli, FAIA Ernest Pieters Judy M. Pigozzi Raymond Pigozzi, FAIA Paul Schippers Clara Schneider Fred Schopman Corrie Schopman-Haaksma Maria lnes C. Silva Dias

USA USA USA ARGENTINA THE NETHERLANDS USA THE NETHERLANDS USA USA VENEZUELA REPUBLIC SLOVAK THE NETHERLANDS THE NETHERLANDS ISRAEL USA USA USA USA USA USA USA VENEZUELA USA USA THE NETHERLANDS USA USA THE NETHERLANDS USA USA THE NETHERLANDS ARGENTINA THE NETHERLANDS THE NETHERLANDS PORTUGAL

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Marcel Snellenberg Bob Swanson, FAlA Leena Tapaninen Kees Van De Rotte Peter Van Der Van Walter Van Driessche Frans Van Hek Toine Veuger Manik Wandrekar Tod Williams, FAlA

THE NETHERLANDS USA FINLAND THE NETHERLANDS THE NETHERLANDS THE NETHERLANDS THE NETHERLANDS THE NETHERLANDS INDIA USA

Other Participants

Christian Amolsch Rebecca Baibak Ofer Barpal Redha Bendali-Amor, AIA Toufik Bentahar, AIA Marty Berens Harold Binder, AIA Jeff Boes, AIA Scott Bowers, AIA Bryan Brown Jack Brown, AIA Tim Casai, AIA Randy Case, AIA Raymond Cekauskas, AIA David Chasco, AIA Jim Chatas, AIA Mark Corrabbio Chris Craig John Davids, AIA Derek Dinkeloo Jonathan Disbrow, AIA Bill Egly Mark Farlow

USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA

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Steve Fridsma Joel Galanty David Gassen, AIA Louis Gauci, AIA Chris Glaspie Ken Gorski Chad Gould Marc Grassi Arik Green Robert Guenther, AIA Michael Guthrie Gregory Heil, AIA Patricia Hurst, AIA Gary Jelin, AIA Herb Jensen, AIA George Kacan, AIA Julie Kosik-Shick, AIA Thomas Kowalski, AIA Douglas La Ferle, AIA David Larson, AIA Ronald Lepri, AIA Damon Leverett, AIA Ezra Liang Perin Lookmanji Kim Luksch Chris Mackey, AIA Michael Malone Dwayne Masselink Thomas Mathison, AtA Mark McBride Charles McCrary Kari McPhillips Susan Mero, AIA Greg Metz, AIA John Miller, AIA Ka terina Mite vs ka

USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA

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James Mumby, AIA Lise Newman, AIA Alexandra Neyman Mark Nickita, AIA Celeste Novak, AIA Dave O’Shea Kirk Phillips Michael Poris, AIA Alvin Prevost, AIA Naazneen Rahman Walter Reddig, AIA Daniel Redstone, AIA Jeff Remtema James Renne, AIA Nina Rieger James Ryan, AIA Jeffrey Ryntz Eric Sassak Randal Secondino, AIA Tom Sherry, AIA LeRoy Stevens, AIA Mark Stievater Aaron Swirski, AIA John Tagle, AIA John Van Houten, AIA Jim Vander Molen, AIA Gina Van Tine, AIA Kenneth Van Tine, AIA Jon Vandewelde Harutan Vaporciyan, FAIA Clyde Wilson, AIA Paul Wills Randy Zaddach, AIA

USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA USA

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Acknowlegements

T M P Associates, Inc. Burr Lawrence Rising + Bates The American Institute of Architects AIA Detroit AIA Michigan Michigan Architectural Foundation Cranbrook Academy of Art Lawrence Technological University Collins and Aikman Dunn Blue Reprographic Technologies Giffels Hoyem Basso Associates Olson Architectural Products, Inc. Laminating, Inc. Major Industries, Inc. Thomas Blurock Architects Urban’s Partition and Remodeling Co. A. J. Etkin Construction Co. Fanning/Howey Associates, Inc. CR Equipment Sales, Inc. Connor Sports Flooring Corporation Granger Construction Co. The Supersine Company Firestone Jaros Mullin, Inc. Kingscott Associates Dataserv, Inc. Roy G. French Associates, Inc. Decoustics

Formglass H.J. Oldenkamp Co. Construction Association of Michigan Virginia Tile Company URS Greiner Armstrong Commerical Flooring Armstrong World Industries, Inc. George W. Auch Company The Christman Company Barton-Malow Company Beaver Tile Distributors McS/EV Frank Rewold and Son, Inc. Peter Basso Associates, Inc. Milliken Carpet The Eisen Group O’Neal Construction Inc. Spalding DeDecker and Associates Door Man Manufacturing Stevens Industries, Inc. lnterkal Cinnabar Telecommunications Consulting Capital Consultants, Inc. Stepanian Hardware Consulting Co., Inc. Interface Carpet Engineered Environments, Inc.

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Welcome A ddresses

John J. Castellana, FAIA

Welcome to the lb" International UINUNESCO Seminar - and a special welcome for all of our distinguished international guests.

This event is the annual meeting of the International Union of Architects Working Group on Educational and Cultural Facilities. As the American representative to the UIA Working Group, I am honored to be your host at magnificent Cranbrook!

This seminar will focus on Lifelong Learning in the context of architectural ingredients that help shape environments to allow Lifelong Learning to occur.

The Cranbrook setting is certainly very appropriate for this subject as it vividly exhibits a cohesive architectural context in a beautiful natural setting.

Cranbrook is very special to me. Upon arriving here 26 years ago, my wife's first teaching position was at Brookside School Cranbrook. It gave both of us the opportunity to explore the campus and understand the true genius of the Saarinen family, creators of Cranbrook.

Professionally, our office has been honored to work on important commissions here. Our most recent experience was the restoration of the Reflecting pools here at the Art Academy. Tearing out and rebuilding this architectural landmark had to be perfect - Saarinen would not allow it any other way. The result is a careful and sensitive restoration for future generations to enjoy!

Obviously, the Saarinen connection is all around us. Our keynote speakers were chosen with that in mind. Some worked in the Saarinen office, others are involved with work here on the campus, and one of our Working Group members from Finland will give a presentation on Saarinen's roots in that countty.

It should be a wonderful week of Celebration!

Gerhardt Knodel- Director of the Cranbrook Academy of Art

Welcome to Cranbrook! Enjoy the splendor of this special place and the splendor of the Saarinen spirit which is all around us.

Cranbrook is an internationally acclaimed institution! Our students come from all parts of the world and we are delighted that all of our international visitors are here with us this week.

Enjoy your stay with us!

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Rodolfo Almeida - Former Director of the Section of Architecture for Education, UNESCO, Paris

On behalf of UNESCO, I wish to extend my personal welcome to you at this 14h Internatimz.' Seminar. UNESCO has been proud to co-sponsor this event jointly with the lnternationai Union of Architects.

I would also like to welcome you on behalf of Yannis Michail, Secretary of the UIA Working Group on Educational and Cultural Spaces. Yannis could not be with us this week because of starting a new important assignment in Greece.

W e all look forward to a meaningful seminar! It is wonderful to see so many of you in attendance and to, once again, see many of my old friends!

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Kevnote SDeakers

Gunnar Birkerts, FAIA, Balthazar Korab, Cesar Pelli, FAIA, Tod Williams, FAlA and Chris McVoy all have an affiliation with Saarinen’s Cranbrook. Birkerts, Korab, and Pelli worked for many years in the Saarinen office and reflected on their association with the “master” and how that has influenced their work of today. Williams and McVoy have recently completed two new projects on the Cranbrook campus that have complemented and enhanced the original Saarinen vision.

Gunnar Birkerts, FAlA is a world renowned architect, born in Riga, Latvia who came to the United States in 1949. His work has been widely published and he has received over 50 major design awards for his projects. Mr. Birkerts reflected back to his start with the Saarinen office and the total commitment to design. His work since that time has been provocative, inventive and always uses metaphorical references for inspiration.

Balthazar Korab is an internationally acclaimed architectural photographer who worked at the Saarinen office where he trained as an architect and perfected his skills as a model photographer. Mr . Korab gave a truly entertaining graphic revue of the early Saarinen days, a Cranbrook retrospective and an overall perspective on Lifelong Learning through his stunning photographic commissions where he has captured the essence of important architectural projects throughout the world.

Cesar Pelli, FAlA needs no formal introduction. His early days with the Saarinen office allowed Cesar to progress and learn from Saarinen and the incredibly talented staff. Cesar Pelli has gone on to become one of the most Important architects in the world. His work has been widely publicized and all exhibit his mastery at combining form, light and texture to enliven and enhance our cities. His recent twin towers for Kuala Lumpur are a magnificent symbol for this city in Malaysia. Cesar focused much of his presentation on this important commission and the impact that it has had on this city and its people. Mr. Pelli’s work is powerful - it is to be studied and enjoyed and certainly reinforces the theme of this conference. W e ail can learn great lessons from his work as we continue our Lifelong Learning.

Tod Williams, FAlA is a Cranbrook native. He attended elementary and high school at Cranbrook and was able to experience the magic of the place and the genius of Saarinen throughout his years there. Tod Williams and his wife Billie Tsien recently completed a new aquatic center at Cranbrook. Noted for their fine attention to detail, this new facility is beautifully crafted and features environmentally sensitive and natural climate control to enhance its performance. Mr, Williams also presented some of his work in progress and reflected on their Lifelong Learning characteristics.

Chris McVoy, an architect in the New York office of Steven Holl Architects, presented a new project recently completed on the Cranbrook campus. The newly expanded Institute of Science is a sensitive addition to an original Saarinen structure. It provides very innovative gallery space for hands on Lifelong Learning opportunities for people of all ages. Mr. McVoy also presented other work of the firm, most notably the new art museum in Helsinki, Finland.

Rein0 Tapaninen, an architect from Finland, presented “The Significance of Eliel Saarinen’s Life- Work” outlining his career. Please refer to the following pages for the complete wntent of this outstanding presentation,

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Luut Rienks, from the Netherlands, presented a paper on “Major Educational Re-Housing Operation in the Hague.” Please refer to the following pages for the complete content of his presentation.

Dirk Mooji, also of the Netherlands, presented two projects. First, the renovation and extension of the facilities for the Archives of the City of Amsterdam. The Archives of Amsterdam are the largest city archives in the world with 32 kilometers of archives and 1 million books, photographs, tapes, etc. Secondly, the renovation, restoration, and extension of the Rijksmuseum Amsterdam (the Dutch National Museum for Arts and History). The Rijksmuseum is the Dutch national treasure with a variety of national and international collections of art and history objects. Both projects are outstanding examples of Lifelong Leaming facilities that have been restored and protected for future generations to enjoy and learn from.

Jerry Lawrence, FAIA the former UIA delegate from the United States, shared his work on educational facilities where a major emphasis has been on providing opportunities for Lifelong Learning. Jerry’s work is sensitive to the environment, full of light, and are lasting examples of outstanding educational environments for children of all ages. The firm that he leads, Burr Lawrence Rising + Bates, has created hundreds of innovative schools in the Pacific Northwest Region of the United States.

William Ainsworth, of the United Kingdom, presented an expose of his educational work in England. He presented a series of buildings, from nursery schools through adult education. The final project was a competition entry for a business school attached to the university ofNorthumbria. The presentation captured the full chain of the significance of the quality of building and the environment in the learning process through life.

Bruce Jilk, AIA of the United States, Presented ‘Httributes of a 21“ Century Lifelong Learning Community.” His presentation focused on Learning Environments and was supported by many innovative examples from around the world.

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Eliel Saarinen in Finland Rein0 Tapaninen

THE SIGNIFICANCE OF ELIEL SAARINEN'S LIFE- WORK (Markku Komonen's foreword in 'Saarinen in Finland")

When Eliel Saarinen at the age of 50 in 1923 moved from Finland to the United States he entered the second phase of his career, his important role as teacher and designer of major projects in the New World. In the country of his birth, he had already reached the position of leading architect as well as established an international reputation through many commissions and successes in competitions in Europe and beyond.

Eliel Saarinen's professional breakthrough coincides with the national romantic rise of Finnish culture at the turn of the century. It involved the building of a Finnish identity for every branch of cultural activity: in music, literature, the visual arts, and architecture. The themes that were expressed in Jean Sibelius's music, Juhani Aho's novels, Eino Leino's poetry or Akseli Gallen-Kallela's paintings, were also carved in wood and stone in the works of such young architects as Herman Gesellius, Armas Lindgren and Eliel Saarinen. This period of independent national emphasis was however also marked by a close interchange with international cultural currents. The artists who set about to seek the roots of Finnish nationality were at the same time a part of the revolutionary movement that on the continent received the name Jugendstil or Art Nouveau. Among the architects, Eliel Saarinen in particular showed a tendency toward internationalism at an early stage. He built in France, Estonia and Germany but he also drew successful competition designs for projects outside Europe, in Australia, Egypt, and the United States. In a small remote country as Finland this kind of international scale was unprecedented at the time.

One of the central principles of Finnish national romantic Jugendstil architecture was the ideal of a Gesamtskunstwerk, a total art work in which applied art, architecture and town planning were integrated to form an environmental whole. In the life-work of Eliel Saarinen, this objective became a lasting principle. His creative capacity extended from large scale urban complexes to the smallest details of individual houses and articles for evevday use. His will and artistic vision remained unaltered with the changing scale of his design tasks. The development of Saarinen's design philosophy can be followed equally well by comparing chairs he created in different periods as by examining changes in his architecture.

Eliel Saarinen originally intended to become an artist. As the talented young man found no inspiration in late 79th century architecture and its wornout revival styles, he first began to study art. The breakthrough of Art Nouveau however heralded a radical change in the cultural climate, extending also to architecture and this finally persuaded Saarinen to take up an architectural career.

Eliel Saarinen is known in Finland first and foremost as a master of national romantic building but in his work the fervent complexity and nationalistic pathos ofJugendsti1 soon began to develop towards the timeless forms and coherent monumentality of classicism. Many of his large-scale designs were left on the drawing board, since the first World War brought an end also to the prosperity of the building industry - in Finland as well as the rest of the world. Saarinen's pioneering town plans in particular were, because of the world- wide crisis, not only unrealized, but also missed the international attention that they merited.

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Finland received her national independence in the throes of World War I but the new-born republic was not able to offer significant architectural commissions. Saarinen was designing banknotes, when he received second prize in the international architectural competition for the Chicago Tribune Tower for which he traveled to the United States. His visit stretched into a lifelong stay when he received the opportunity to design the educational and scientific center and to found the art academy in Cranbrook, as well as later receiving numerous other major commissions. Under Saarinen's leadership the Cranbrook academy became a powerhouse of modern American architecture and design, an international meeting place, and Eliel Saarinen's most extensive building project. Each summer however, Saarinen and his family returned to their former home Saarinen's studio in the wild, Hvittrask, whose position in Finnish culture is legendary. In Cranbrook, Saarinen befriended Frank Lloyd Wright and Le Corbusier; in Hvittrask Maxim Gorki and Gustav Mahler were among his guests. The compass of Saarinen's personal history seems to span the very essence of our century's culture.

CHILDHOOD, YOUTH AND EDUCATION

Eliel Saarinen was born on the 20th August 1873 in Rantasalmi in East Finland. His father, Juho Saarinen, was a clergyman in the Finnish State Church. Saarinen and his sisters and brothers grew up in the parsonage of Spankova, clearly an area then influenced by the imperial power of that great city, St. Petersburg. When of schoolage, Eliel was sent to school first to Viipuri and then later to Tampere from where he matriculated from the High School at the age of 20 in 1893.

Undoubtedly Si. Petersburg must have presented a strong and exciting contrast to the small towns, Viipuri and Tampere, and contact with its vitality and urbanity clearly contributed to the facility with which Saarinen later in life moved within the international circles. Saarinen's well-developed sense of the monumental form, that sense for the grand eloquence of the urban view and endless perspectives can be traced back to the then Russian Capital with its own magnificent palaces, quays, canals and radial street network. Saarinen himself often pointed out how, as a child, he would spend hours in total isolation among the collection of art in The Hermitage and how he dreamt there of becoming a painter.

In fall 1893 Eliel Saarinen began studying at the Technical Institute in Helsinki, enrolling at the Department of Architecture and at the same time for courses in drawing at Helsinki University. Among the students of the institute there was an open, lively atmosphere expressing strong criticism against the repertoire of classicism and the dominance of historicism. Saarinen's dreams of becoming a painter soon disappeared in favor of newer ideas as he began to comprehend his role as an architect as something more meaningful and more creative. He did however retain his interest in painting which periodically during his life in Finland occupied him intensely.

If Saarinen during his schooling had felt a lack of congenial company, he now compensated with friends that became of utmost importance to him. The two most important among these were Herman Gesellius and Armas Lindgren who all together worked their way into a unique partnership. In December 1896 already before finishing their studies they founded their own office and subsequently successful projects followed one after the other.

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THE GESELLIUS, LINDGREN, SAARINEN PARTNERSHIP

Much has been written about the extraordinary nature of this partnership; indicating to their contemporaries how unusual it was and apparently how difficult it was to separate the contributions each architect was able to offer to the partnership.

Naturally efforts have been made to apportion responsibility; Lindgren was considered the most educated historically and culturally, Gesellius as the more practical one and Saarinen as the one most artistically gifted. Such divisions appear somewhat stereotypical and it becomes rather trivial to denyLindgren and Gesellius creative talents and to undervalue Saarinen’s cultural education and practical knowledge.

Paradoxically such statements though do contain a grain of truth. Certainly it is rather problematic when verbalizing this mutual stimulation where always something complementary and accumulative emerged from their combined contributions. The fact that Saarinen played a major role in this process certainly emanated from his inordinate ability to create visions with such unusual power.

’NA TlONA L MA TERlA LS’

Already in the end of the 19th century some experiments had been made in Finnish architecture aiming towards a newer and more rational use of the most abundant materials in the Finnish nature; timber and granite. The possibilities of using Finnish stone were actively discussed; the same ideas being highly topical in Sweden and naturally finding their way, like many other things, to Finland.

Due to their inherent tradition in Finnish building, these materials, timber and granite, became capable of naturally carrying symbolic functions, while at the same time being suitable for a more modern use. Their use then was quite natural; the kinds of forms which could be given them were however more open to discussion.

HOUSES AND VILLAS

Gesellius, Lindgren and Saarinen designed an unusual number of houses for beautiful spots on lovely headlands or high up on crags overlooking a magnificent view.

The houses’ plastic quality is expressed primarily in the softly swelling walls, the niches, vaulted rooms, narrow winding stairways, and living areas set on between-floor levels, incorporating sudden broadenings out and inglenooks hollowed out of the ground, with monumental fireplaces.

Of such types of houses developed in complete freedom, the great Karelian property Suur-Merijoki (190 1- 03) is considered one of the most remarkable. Commissioned by Neuscheller, a businessman from Si. Petersburg, the office had all freedom to realize a ’total work of art’ and thus drew all the furniture, textiles and other interior objects especially for this purpose. Though Saarinen made most of the sketches for interiors, room as a whole and even individual objects, both Lindgren and Gesellius were however engaged in similar work; Gesellius specializing in the bedroom interiors and Lindgren in the boudoir. Any distinguishable traits that might differ in their particular solutions, are however seldom noticeable.

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APARTMENT HOUSES

When considering the apartment houses designed by the office, there were obviously less opportunities to develop an intense individualistic attitude. The relationship to nature also played a much -?,i;'?od role. This considered, the apartment houses were however programmatically designed with the Idea of a private home differing somewhat from the apartments above and below. Such variations were not indeed great and were usually restricted to differing tilled-oven types, wall paneling and varying window sizes; the latter less from any real need but more to introduce a lively facade.

Entries and staircases used ornamentation and expensive materials in an attempt to create an intimate atmosphere and a feeling of the private entrance. By so doing they also took a step further away from that representative attitude expressed in the apartment houses of the neo-renaissance. According to the new program a home was not considered an apartment for mere representative use but instead something intimate, warm, cozy and above all private intended for family use.

THE FINNISH PAVILION A T THE PARIS W O R L D FAIR, 1900

When the competition for the Paris World fair pavilion was announced in 1898 it was a perfect opportunity for offering something really Finnish, if only architects could think up what that could be. The winning entry "lsidof proved to be the handiwork of Gesellius, Lindgren and Saarinen. Overnight, this design focused all Finnish attention on the partnership and their success on the spot, in Paris made their position very secure.

The pavilion was built out of plasterboard and painted fabric stretched over a wooden frame, but the portals were made of stone - one of granite and the other of soapstone. They were decorated with friezes of squirrels' and bears' heads (apparently designed by Saarinen), which gave their own 'national' tinge to the otherwise almost American-looking architecture.

THE POHJOLA BUILDING

In 1899 the Pohjola fire insurance company announced a planning competition for an office and apartment building to be erected in the center of Helsinki. Though originally quite modest in scope, this project was to be one of the most remarkable achievements of Gesellius, Lindgren, Saarinen office. Finland had never before seen a building of such power and imagination.

The insurance company's name (Pohjola = the Nordic home) was taken from Kalevala, the national epic.

The entry of Gesellius, Lindgren and Saarinen was purchased because of its attractive elevations. As planning proceeded, not only the floorplans but also the elevations were changed. The stairway was made more elegant and the overall plans more flexible. The staircase is unique, one of the most beautiful in Finland. The architects wanted to use an indigenous material, but this time not granite but soapstone. The heavy decoration was concentrated around the windows and the doors. Inside there are Pohjola witches and other fiendish creatures in every comer.

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HVITTRASK, A STUDIO-HOME

After their success, the young architects soon realized that their busy office in the center of Helsinki often was visited by by-passing friends, artists and colleagues to the extent that their work started to become disturbed - these frequent visitors liked to spend whole days in genial conversation. The architects had need of privacy, so the three decided then that they could best accomplish their work if they were to settle outside the city. They decided to design and construct a suitable home and studio for themselves.

On the crest of a hill above the waters of Hvittrask, 'White Lake: about eighteen miles from Helsinki, the partners found a strikingly beautiful area for their proposed building. In 190 1 they purchased a rectangular plot of land on the bluff which bounded the eastern side of the lake. With youthful daring and little money the architects drew up plans that disregarded all stingy limitations.

Lindgren's sketchbook contains an 'ancient castle' that probably shows Hvittrask. Clearly, Lindgren was at least as actively involved in the siting and design of the building asSaarinen was. The wooded slope rises sharply above a narrow water's edge, flattening out into a broad plateau at the top. The house was placed right at the edge of the drop, allowing for some impressive differences in level. The sunny, secluded yard is on the flat. A couple of apartments, stables and the domestic facilities were placed in the east wing. A walled garden marks the end of the yard to the north, to which a tennis court was later added. A huge terrace was added on the south front, though it was not in the original plans.

The section drawings for Hvittrask display many of the same 'archaic' details as the office developed for the Pohjola Building in 1901. This personal variation on 'the Finnish style' theme was short-lived, however, and the interiors gradually took on a more international look, Gesellius, in particular, made many changes, covered log walls with plaster and designed new furniture. In Saarinen's quarters the changes came more slowly; for instance, the library had hardly been equipped with shelves by the timesaarinen combined both studios on Gesellius's death in 1916.

Hvittrask was built during the heyday of the partnership, in 1901-04. By 1905 the association was already breaking up, however, and Lindgren moved back to Helsinki. Thereafter Gesellius, who had initially lived in the courtyard building, shared the main house with Saarinen. A shifting band of assistants and other architects were variously housed, most of them in the courtyard building. It was only afterGesellius's death that Saarinen became the sole proprietor of Hvittrask.

THE DISSOLUTION OF THE FIRM GESELLIUS, LINDGREN, SAARINEN

THE FINNISH NATIONAL MUSEUM

Around the turn of the century, the national museum issue was of major importance in Finland, for the projected building was of cultural and symbolic significance. If Paris world fair pavilion had been a manifesto of nationalist ideology to the outside world, a museum of national culture was naturally doubly so within Finland itself.

A design competition was held in 190 1-02, the winning entry being Gesellius, Lindgren, Saarinen's 'Carl Xll: they also had offered an alternative. Armas Lindgren's sketchbooks contain a series of sketches of the museum building which show how it grew out of the principle of separate sections and a logical and fluid circulation between them. The tall tower is used for the first time as an aesthetic solution, but Saarinen was to employ the theme repeatedly for practically the rest of his working life.

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The final plans for the National Museum were completed in 1904 and signed as usual, meaning that Saarinen and Gesellius were also involved in the planning. However, the museum can justifiably be viewed mainly as Lindgren’s handiwork, and the follow-up work rested on his shoulders, following the dissolution of the partnership in 1905.

THE HELSINKI RAIL WAY STATION

Rapid urbanization in the late 19th century brought about some major changes in Helsinki, and the population increased by nearly 70,000 between 1860 and the turn of the century. The need for a new railway station thus seemed pressing and the railway administration, too, desperately needed more space.

In December 1903 the administration announced a competition for Helsinki Railway Station and the elevations of the administration building. The competition came a few years after the one for the National Museum, and for that reason alone aroused great interest. Because debate about the potential of the new Finnish architecture had gained momentum from the National Museum competition, there was clearly a readiness to experiment with what a ’Finnish’ railway station should look like, without pondering any degree whether a museum and a railway station might possibly call for utterly different symbolic forms.

Saarinen made his own entry and won the competition with a nationalistic romantic design; it had ponderous walls, eight bears, one tall tower and several smaller ones, and a beautifully drawn stone gateway leading to the main platform.

In fall 1904 Saarinen won the competition for the Viipuri Station and in December completed a second version of his Helsinki plan. In this he had abandoned the form language of the competition project; one of the few features that remained was the rough stone wall. For Saarinen personally, 1904 was a crucial turning point in his development from romantic to rationalist.

The size and situation of the railway station immediately presented Saarinen with the problematics of the monumental building, and in efforts to control this rather expansive, sprawling form, the great tower played a critical role. Tower forms were vehemently attacked during the polemics on the station in 1904, but nevertheless through all the modifications and revisions Saarinen retained the tower. Saarinen also used such strong vertical accents in later monumental buildings locating them in such a way that they pinned down the mass of the building in its relation to surrounding streets and squares.

The year 1904 became crucial for the cooperation within the firm; a cooperation drawing to a close. Significantly Saarinen had won the railway station competition alone and continued with winning alone the competition for the Viipuri Railway Station. It is probable that Lindgren took part in both competitions - without however gaining any success.

It was the same year when Saarinen’s first wife Mathilda Gylden married Herman Gesellius and Gesellius’s sister Loja in turn became the second Mrs. Saarinen. The result was clearly a crisis both at work where Saarinen had scored his own victories and also at Hvittrask where the Lindgren family no longer felt at home. In January 1905 Lindgren and his family left Hvittrask and also thereby put an end to the partnership of Gesellius, Lindgren and Saarinen.

24

Upon the break, Lindgren took the responsibility for the work on the National Museum which from the beginning had involved him more than the others. Lindgren also began his own office while Gesellius and Saarinen continued together, both living at Hvittrask until Gesellius's death in 1916. The Gesellius and Saarinen office was of brief duration, cooperation ceasing by 1907 after which date the two families went on living at each end of the large house, with the large atelier space irrevocably subdivided into two.

SAARINEN'S O W N OFFICE

CITY PLANS

Eliel Saarinen had been in practice as an architect for more than ten years when he first started town planning. The success enjoyed by the office of Gesellius, Lindgren and Saarinen in architectural competitions, and which in time led to such striking achievements, originated in their student years together. By degrees, the colleagues came to share out the commissions won by the office. Saarinen had sole responsibility for the largest of these, the Helsinki Railway Station.

He worked independently as a town planner and his early undertakings were impressive: a study for a Budapest master plan, master plans of both Canberra and Tallinn; a plan of the Munkkiniemi-Haaga district in Helsinki, which extended even to details and a pioneering urban project for Greater Helsinki. He also designed two additional streetscapes and a shopping mail for the inner city. All these occurred between the years 1910 and 1918.

THE MUNKKINIEMI-HAAGA PLAN

The Munkkiniemi-Haaga plan was born at a stage when the Helsinki master plan was being expanded both within the city limits and outside by forming villa communities beyond the city boundaries. O n the one hand the motives to build these communities were idealistic - it was attempted to avoid overcrowding the center. O n the other, their formation was induced by business.

This town plan, which was Saarinen's largest, came into being as a result of the efforts of a private company. The plan of the area was scaled for a population of 170,004 which equaled the population of inner Helsinki at the time.

Saarinen's plan was extremely thorough and comprised in addition to a carefully drawn town plan a detailed study of the townscape with models and sketches for the different building types.

Saarinen used a modern approach in laying out the Munkkiniemi-Haaga street network according to the functional requirements of traffic flow. He also designed Finland's first highway.

THE PLAN F O R GREA JER HELSINKI

From the viewpoint of urban structure Saarinen's 'Pro Helsingfors' plan, completed 1918, was his most interesting town plan. It originated from the idea of one of Helsinki's business magnates Julius Tallberg, who proposed that the city's business center should be enlarged by filling in the Toolonlahti bay. Saarinen expanded his scheme to comprise the master plan of the whole of Greater Helsinki.

25

To replace his newly built magnum opus, the Railway Station, Saarinen suggested that a new station be built two miles further north. The new station and the old center were to be connected in his plan by 90- meter-wide high street, in which different forms of traffic, railway, through traffic, and local traffic, were joined to form a traffic facility that foreshadowed Saarinen’s plans for the waterfront districts of Chicago and Detroit. Saarinen placed new habitation in satellite towns that were integrated in the urban whole by means of railway traffic.

The urban structure of this plan, which Saarinen later called organic decentralization, was quite obviously inspired by Ebenezer Howard‘s garden city concept. But on the other hand it anticipated the birth of the dormitory town theory. Due to the political confusion of the times Saarinen’s urban model remained relatively unknown internationally, and did not come into public notice until the 1930s and ’40s in conjunction with Saarinen’s teachings on town planning in the United States.

PAPER CURRENCY GRAPHICS

The first set of banknotes was made in 1909 when Saarinen was commissioned by the Bank of Finland to develop the results of a competition. These notes remained in use after Finland became independent but appeared minus the Russian eagle and Russian characters and with the colors altered. Saarinen was commissioned to design new paper currency in 19 18- 19 and it was put into circulation in 1922. The earlier banknote series was national romantic in style and the background symbolism reflected different sources of livelihood. The new banknotes indicated Saarinen’s growing interest in the classical style.

THREE BIG PLANNING PROJECTS - SAARINEN’S LAST YEARS IN FINLAND The three last projects completed by Saarinen in Finland - Kalevala House, Quasr el Aini Hospital in Cairo and the Chicago Tribune Tower Building - all represent the basic types of monumental building that he had used and improved over the years. The oldest of these projects is Kalevala House, with its interior courtyards, closely-knit volumes and imposing tower. It represents as the terminal point in a long series of public buildings and illustrates ideas initially put forward in connection with the National Museum, then reflected in the Helsinki Railway Station and in numerous plans for town halls.

The Chicago Tribune Tower, with its tapering volumes and vertical motifs, may be construed as a variation on a ziggurat-type building even if situated on a restricted site without benefit of wide vistas and space from which Saarinen’s ideas were accustomed to take wing.

The Cairo Hospital proposal with which Saarinen took part in the international competition of 7921, reflects the local tradition of building and climatic influence. The strong horizontal lines of the building complex cause it to blend with the river landscape of the adjacent Nile; the central axis, straddled by different spaces, reminds one of the articulation of an Egyptian temple. None of these large building projects by Saarinen was ever implemented but they contained several motifs which he continued to improve on the other side of the Atlantic, where he moved in 7923 at the age of 50.

26

CHRONOLOGY (Saarinen's period in Finland)

1873

1883

1893-97

1896

1887

1899

1899- 1904

1899- 1900

1902

1902- I904

1904

1904

1904

1905

1905

1907

1908

1909

1910

19 10- 19 12

19 10- 191 5

Born in Rantasalmi, Finland (August 20)

Began visiting at The Hermitage Museum in St. Petersburg, where he became acquainted with the great masters

Simultaneously studied painting at Helsinki University and architecture at the Technical Institute

While still in school, established an architectural firm with two classmates, Herman Gesellius and Armas Lindgren

Was graduated from the Technical Institute

Married Mathilda Gyiden, divorced 1902. Mathilda later married Herman Gesellius in 1904

Several first prizes in architectural competitions Several bank buildings, houses and villas

Designed and supervised the building of the Finnish Pavilion for the World Fair in Paris, 1900

Hvittrask. a studio-home, was built by the firm members

Design and construction of the Finnish National Museum

Married Loja Gesellius, sculptor, Herman Gesellius's sister

1st Prize in the competition for the Railway Station, Helsinki

1st and 2nd Prize in the competition for the Railway Station, Viipuri

Armas Lindgren withdrew from the firm

Pipsan, a daughter, was born

Dissolution of the partnership of Gesellius and Saarinen

1st Prize in the competition for the Parliament Building (which never was built)

1st Prize in the competition for the Town Hall of Joensuu

Eero, a son, was born

Traveled in Europe and studied town planning

Munkkiniemi-Haaga Project, a town plan

27

191 1

191 1-1913

19 1 7- 19 18

1919

1919

1919

1922

1923

1st Prize in the competition for the Town Hall of Lahti

Plan for the development of Greater Tallinn, Estonia

City plan of Greater Helsinki (1 9 1 7 Finland gains autonomy from Russia) (1 9 18 Civil War in Finland)

Commissioned by the new Finnish government to work on designs for paper currency

Proposition for the Kalevala House in Helsinki

Cairo Hospital, a proposition in the international competition

Chicago Tribune Tower, 2nd Prize in the international competition

Moved to the United States, at the age of 50

28

BIBLIOGRAPHY

The text for this paper is taken from the following material:

Saarinen’s own Rublications:

Saarinen, €lie/: The City - Its Growfh - Its Decay - Its Future Reinhold Publishing Corp., New York, 1943

Saarinen, Eliel: Search for Form: A Fundamental Approach to Art Reinhold Publishing Corp., New York, 1948 (later reprinted as unabridged republication: The Search for Form in Art and Architecture, Dover Publications Inc., New York, 1985)

Other Dublications:

Christ-Janer, Albert: Eliel Saarinen, Finnish-American Architect and Educator The University of Chicago Press, Chicago, London, 1979

Hausen et al.: Eliel Saarinen, Projects 1896- 1923 Museum of Finnish Architecture, Helsinki, 1990

Helsingin rautatieasema - Helsinki Railway Station VR-Yhtyma Oy - VR Group Ltd, Helsinki, 1996 Saarinen in Finland

29

Major Educational Rehousing Operation in The Haaue (the Netherlands) L.J. Rienks

Introduction

The Kingdom of the Netherlands covers an area of 37,000 square kilometers, excluding water, which is 0.4 percent of the size of the United States. It is 10 percent of the size of Germany, 7percent of France and 15 percent of the United Kingdom.

The population of the Netherlands consists of 15.5 million people which is 6 percent of the number of inhabitants of the USA.

The Netherlands have the highest population density in the Western World, with 41 9 people per square kilometer.

Population density in Germany is 230 people per square kilometer and 28 in the USA.

During the past four years, the Dutch government was made up of members of three parties: social democrats, liberals and neo-liberals. General elections were held on 6 May this year and a new government is being formed, by the same parties and under the same Prime Minister Wim Kok as the previous government.

The Netherlands are the 1 1 th wealthiest nation in the Western World, with a gross domestic product of 20,905 dollars per capita. This is just below Germany with 21,200 dollars and above France (20,533 dollars).

The wealthiest country - by the way - is Luxemburg with a GDP per capita of 32,416 dollars. The total Dutch GDP is 362.9 billion dollars, which is 5percent of the American GDP.

Most of the Dutch live below sea level. The Netherlands are well known for its constant battle against the sea. After the 1953 floods, which left large parts ofZeeland and Zuid-Holland submerged and thousands of people drowned, the government began a publics work program designed to secure those parts of the country most at risk. This program, the so called Delta Werken (Werken is the Dutch word for Works), was completed last year with a large water barrier in the Nieuwe Waterweg which is the access to the port of Rotterdam.

Enough on facts and figures, let us focus on the topic of today.

During the last decade the way in which the educational system in the Netherlands is organized, is rapidly and drastically changing. From a rigid and centrally controlled system it developed into a private and decentralized system where the topics now are efficiency, quality, scale and lnformation Technology.

After Higher Vocational Schools the Academic Universities and the Medium Higher Vocational Institutions have become autonomous in their policy on education as well as in their policies on their property stock.

A good example of this change in thinking and acting can be found in the project that I would like to present and which is located in the City of The Hague, which houses our House of Parliaments and all Ministeries but which is not our capital, because that is the City of Amsterdam.

30

Maior Educational Operation in the Citv of the Haaue

In 1988 the City of the Hague developed a plan to improve the way in which the educational system in the city was organized.

Finding itself in between two important academic university cities Delft and Leiden the city of the Hague wanted to strengthen its educational infrastructure. The aim was to reallocate the institutions for vocational education by reusing and modifying the good existing stock in order to improve their position in the educational competition.

Because there is no academic university in The Hague, the local authorities decided to develop a prestigious institute for higher vocational education. This institute - The Haagse Hogeschool- was a result of a merger between ten differing schools for higher vocational education. The different buildings of these schools should be concentrated in a new building. The buildings to be left were to be renovated and extended to apply for modern educational use for the medium level of vocational education. This institute - Onderwijsgroep Haaglanden - commissioned our firm after a European tender selection procedure for this reallocation job.

By concentrating the educational activities to a limited number of sites efficiency and educational aims could be achieved.

Redundant sites could be sold or redeveloped into housing projects for example.

Phase 1: Haagse Hogeschool

The institute of higher vocational education with 13,000 students and a staff of 1,300 covers the following studies, in so called secfors or faculties.

- Economics and Management - Healthcare and Social studies - Education, Sports and Languages - Information Technology - Polytechnics

The location of these faculties inside the building are depending on:

- the required internal and external identity - the required floor space - the required flexibility, which is ensured by locating specific activities in the sectorcentre and non

- required proper access into the oval area. specific activities at the margins of the sector area.

31

The communal activities are located on the central (the "ovar) area, and consist of:

- atrium - aula - lecture rooms - library and information center - restaurant - printing shop In the program of requirements the identity per sector as well as flexibility are considered as highly important.

However identity and flexibility do not quite match. Besides, an extreme identity of the five faculties does not indicate a homogeneous institute of higher vocational studies.

The new school was chosen as the "heart" of the new urban masterplan called "Laakhaven" area. After tendering four architects were invited to patficipate in an architectural contest.

The winning plan came from Atelier PRO, and this office was commissioned to execute their design.

The 13.5 hectares area, located in the centre, directly south of the Hollands Spoor station, is being completely redesigned. The school new building was seized upon as an opportunity to make a "front" of the desolate rear of the Hollands Spoor station and the adjacent former waste area between railway line and water. The master plan had to take into account, apart from the new building for the Hogeschool, the building of 1 00,000 m* of office space, about four hundred dwellings and appropriate facilities, including a car park, as well as a new southern entrance hall at the station. In order to avoid the school being located on an island the complex is embedded in a "city room". This is reached from Hollands Spoor station by a wide entrance road, rather a series of squares, to the school square. The city room is bordered on the west side by the undulating wall of the school where an extra high ground floor forms a plinth of shops, and a cafe at the site of an underground passage.

The city room is bordered on the north by a "skin" of office and residential buildings. A continuous wall on the Waldorpstraat is intersected by high office slabs, sloping down towards the south. The half-open office courts which are thus created are bordered along the water by housing. There will be towers of flats on the water side on the east side, which will form wings for the realised housing wall on the Rijswijkseweg. The schemes of Atelier PRO were based on the concept that the school and the city - from urban point of view - have the same interest. The city is interested in an inspiring new school building and the school benefits from a high quality urban development in the centre of the city with good public transport facilities.

The architectural plan consists of three main elements and covers in total 82.000 square meters, The three components have each specific functions and own appearance: the "snake", the "oval" and the "strip". The snake, eight stories high, is intersected on the southern side by thelowrise of the strip, diagonally along the Laakhaven.

32

The central building, the oval, is between the two building parts, and it includes, apart from educational and administrative spaces, the central entrance with a big hall, from which the five educational sectors can be reached. Standing detached in the hall is the cone-shaped auditorium which suppofls the glass roof of the hall. All sectors and facilities are accessible from the oval via footbridges and stairs on various levels. Functions which do not fit into one of the three building parts are placed in the "triangle" beside the main volumes, such as the sports hall adjoining the public triangular park on the water and the library in the cut- out between snake, oval and strip. The program for the different sectors shows too few differences to derive any individual identity, which the educational sectors sought within the whole. That is why identifiability was sought rather in the special places in the building, such as the meeting points of the main forms. The "sector centres" are located here, consisting of break rooms, reading rooms and rooms for teaching staff and management. In the snake, these sector centres spread over various floors, recognizable from outside through the big windows, form a conscious disruption of the regularity of corridors and teaching rooms. A light street containing lifts and stairways is the connection between the snake and the lower built on buildings on the west side, in which laboratories are located. The treatment of the standard teaching rooms and corridors is sober and purposeful: standard elements of high quality prefab concrete, alternated with softer materials, such as wood and poriso. Contrasting with this standard layout 'yewels" have been applied here and there, such as the bays already mentioned, the green grass roof with skylights on top of the library, the footbridges and the "bungalow" for the Board of Management on top of the sports hall.

Nane trees, a park, routes along and across the water, lighting, passageways, arcades and vistas, all designed by one hand, must ensure an attractive and easily accessible area. To the west of the urban space existing office buildings will be supplemented to form a new office area on the Leeghwaterplein.

Office Tower

One of these "twin towers", designed by Kees Christiaanse, has been realized in the meantime. The appearance evokes associations with a sphinx, with a tower as head, built in red brick; an elongated body in grey brick; and hind quarters which descends in pavilion form to the square, built in black brick. To some extent the facades of the building parts are staggered and protruding with regard to each other.

Parking

A car park with 1400 places has been built under the partially preservedharbour basins of the Laakhaven -"haven" means harbour- and diagonally under the snake of the school. This has been built as a tunnel on two floors, 350 metres long. Despite the substantial loads the parking streets are free of columns, due to a special prefab construction and V-shaped columns, which benefits visibility, A big, shallow pond has been built on the roof of the garage within the preserved quay walls. The glass stairwells of the garage emerge like lamps from the water and are joined to the city room by bridges

33

Station Entrance

The isolation of the area with regard to Hollands Spoor station is resolved by laying a new tunnel for pedestrians and cyclists under the railway lines. 8y raising the existing Waldorpstraat on the southern side, this tunnel could link up with a new entrance hall, formed by a canopy of glass bricks, borne by four columns. This also includes storage for three hundred bicycles. From 1996 on, the area will also be accessible by tram, as well as by train, by means of a tunnel under the railway line, emerging on the Leeghwaterplein. The new exit links up with the station square, filled with plane trees andcoverd with gravel. This square is bordered on the east and west sides by two office towers, which with their similarity in design and brick cladding in various colours underline their gateway function for the Laakhaven area.

In 1996 the building was delivered, by 2000 the whole Laakhaven area will be operational and be a good example of public and private partnership with a project that integrates vocational education in society.

Phase 11: Onderwijgroep Haagianden

In 1996 a new law was accepted which provides a coherent system for several types of vocational and advanced education for adults. This restructuring and concentration of the vocational education system has lead to 48 Regional Education Centres (ROC) in total in the Netherlands in stead of several hundreds.

The Education Group Haaglanden was formed in 1997 out of 14 separate schools. Education Group Haaglanden is one of the biggest with 22,000 students, spread over 57 different locations in the Hague and surrounding communities. It employs about 1200 people and covers a wide range of vocational courses such as: Education, Economics, Healthcare and Social Care, Trade, Fashion and Design, Polytechnic, Hotel Management and Recreation and Tourism.

The mission statement of the Education Group Haaglanden "Lifelong Talents Development" Lifelong because knowledge is aging fast in our society and employees should be able to develop their own career, which is nowadays called "employability". This vision means that from initial education the students should learn how and where to gather their information. This implies a completely different approach of the teacher and rfi?quires a different physical environment. In stead of passive knowledge transfer,active learning to learn has to take place. The teacher no longer is transferring his knowledge, the teacher becomes tutor in lifelong learning process.

Education Group Haaglanden is focusing on the following issues:

- education and coaching to the required size. - attention to professional, social and individual functioning. - accessible education for all from the age of 15 years. - a safe learning and working environment. Based on these items eleven existing buildings of fairly good structural quality were to be transformed and sometimes extended into modern educational facilities suitable to cope with the educational requirements for a new millennium.

Since the new building was accomplished for the higher vocational institute the plan for the reallocation of the former buildings of the Haagse Hogeshool could be executed.

34

Instead of 57 different buildings the Regional Education Centre will concentrate on 11 sites. On each site a faculty is foreseen. The management and supporting services of the Education group Haaglanden were also to be housed in a former school building.

~

A programme of requirements was developed based on a comprehensive and ambitious educational concept that could cater for new teaching forms and allow group teaching as well as individual study and coaching possibilities.

Information Technology forms a major element in the physical new environment. Apart from the new education possibilities that the reallocated building should possess, a vital element formed the planning of the construction activities. During the process of preparation and execution of reallocating buildings, the education should continue as in a normal situation.

Therefore it was decided that the project was to be divided in three phases.

The first phase consisted of the construction of a building for the faculty of Tourism. W e decided to use this project as a pilot project.

Phase one - the pilot project - test the renovation solutions, whilst the building was urgently needed by the Faculty of Tourism. After checking and evaluating chosen technical solutions and constructional process aspects phase two consisting of five buildings was tendered for execution. After bidding under EEC regulations and negotiations one contractor and installations contractor were commissioned. A project office where the coordination of the building activities on five sites could be managed, was installed. Site management performed by our firm took place as well from this project office on line connected with our head office in order to exchange data on drawings and documents. One year later the contract for the third phase again of five other buildings was a warded.

Although eleven different buildings of different structural quality and architectural character the aim was to develop a certain "overall" house style in each and every building to be part of Education Group Haaglanden.

For this reason we used for example in the corridors a typicalinstallational backbone in silver gray metal, integrating all installational components. Another example are the reception desks, which are modular designed and in different shape and size adapted to each school building.

A number of the buildings had to be extended, W e tried to make use of the extension in order to create both a more adequate lay out for state of the art educational areas as well as an upgrading of the architectural and physical conditions of the relevant buildings.

W e tried to avoid the experience of old and new parts in the renovated and extended buildings but aimed at a holistic solution without bordering lines.

By the middle of next year the whole operation will be completed. For the upcoming new millennium the city of the Hague will have adequate educational facilities to face modern educational concepts which includes life long learning.

35

Introduction to Site Visits

As part of this seminar, a full day of site visits was conducted. The purpose of the tour was to visit architecturally significant projects that include ingredients that help shape environments to ,‘;lC;;;,’:ate Lifelong Learning opportunities.

Following is the actual schedule:

Bus Tour - Wednesday 29 July 1998 7:30AM - 8:15AM 8:30A M

9:30AM - 1O:OOAM

10:05AM

10:15AM - 11:OOAM

1 1 :05A M

11:15AM - 12:15PM

12:ZOPM

12:30PM - 1:30PM 1:35PM

2:30PM - 3:OOPM

3:15PM

3:45PM - 4:30PM

4:45PM

5:OOPM

7:15PM

7:30PM - 1O:OOPM

Breakfast at Cranbrook

Busses Depart for University of Michigan

Tour Law Library Addition Designed by Gunnar Birkerts, FAlA

Busses Depart for North Campus of University of Michigan

Tour Media Union (Technology Library) Designed by Albert Kahn Associates

Busses Depart for School of Music

Tour School of Music - Organ Studio with Special Performance Original Building Designed by Eero Saarinen and Associates Addition Designed by TMP Associates

Busses Depart for Restaurant

Lunch at Gandy Dancer Restaurant

Busses Depart for West Bloomfield

Tour Gretchko Elementary School Designed by TMP Associates

Busses Depart for Birmingham

Tour Birmingham Public Schools Conference / Training Center Designed by TMP Associates

Busses Depart for Cranbrook

Arrival at Cranbrook

Busses Depart for TMP Office

Reception and Dinner at TMP Office

36

Like a hefty tome, the Universrty of Michigan’s new on-line library needed a flexible spine to support its vast contents, including computers, production facilities, multimedia classrooms and a virtual realty lab

By John Gregerson, Managing Editor

44 BUILDING DESIGN 8 CONSTRUCTION 0 January ism 37

Third-Level Floor Plan Skylight Plan

I *** I

A N

Promoting wayfinding: Column grid-line pairs located 14 feet on center highlight Media Union’s major departments and result in four- or eight-column clusters where they intersect (top, far left). Thc clusters support a network of

skylights, including a 6,400-sq.-ft. unit in the building’s atrium (top left). The skylight includes four sloping trapezoidal sections sandwiched between rec- tangular strips of sloped metal roofing. The sloped sections provide a platform for the unit’s pyramdial cap. Columns along the exterior are fully expressed (left). MO:-

ities; a theater, a virtual reality and animation lab; computer training facilities; a gallery and - almost incidentally - books.

According to T o m Tooley, senior associate with Kahn. one of the challenges was design- ing a building full of unknowns. “Some of the video and recording technologies were only in prototypc form during design.” he said. ‘“That created issues in terms of calculating loads. clearances, heat emmissions and so forth.”

A s prototypes advanced from one stage of development to the next, “the suppliers kept coming back with better data,” recalled Kahn mechanical engineer Linda Richardson. -*But it meant w e had to reverify drawings several times during design development. Even then, w e ended up providing them with a good deal of extra flexibility. Extra capacity. Larger duct mains. Greater control of individual rooms.” In this case, better to err on the liberal side.

With end-user technologies something of a moving target, ‘ W e couldn’t supply the details

architects usually require,” acknowledged Randall Frank, Media Union’s director of information technology,

Which is not to suggest that U-M didn’t pro- vide plenty of input. Planning involved three major U-M schools (Art and Architecture, Engineering and Music) and required a 12- member steering committee to ensure that design schemes addressed the interests of each. During the project, committee membzrs visit- ed companies in the Silicon Valley whose facil- ities were renowned for promoting creativity. Closer to home, they consulted periodically with facility and user-group subcommittees assembled by U-M - some 10 in all. To build a consensus among user groups,

Kahn held regular “town meetings,” much as it does for its health care projects. ”In both cases, you have the same issue of multiple users.” Tooley said. And some of the same headaches. “For the the video studio, the TV people want- ed level flooring so they could easily maneuver

CONSTRUCTION COSTS SitewOrk $~,400,Oo0 Concrete 1,800,000 M-ry 4,520,000 Metals 4,000,000 cmnw 300,000 ThenaVmoistwe protection 1,300,OOO Ooors & windows 1,OOO,OOO Finishes 2,700,000 Conveying systems w,000 Mechanical 6,800,000 EleCtriCal 3,200,000 MiSC. 1,600,OOO mer 3.m.000 TOTAL “m

38 January 1998 0 BUILDING DESIGN 8 CONSTRUCTION &

“Once you get into a ceiling, even a dropped ceiling, cabling is no longer convenient”

A layered approach- “The building features layers of flex- ibility,” said Kahn senior asso-, ciate Tom Tooley. “Access flooring provides power and data communications in some spaces. In others, cable is a d from cdumns and extends through workstation furniture. CaMe trays below the ceiling provide another layer.”

the camera equipment. But the dancers wanted sprung flooring - a wood surface with rubber spacers beneath it to soften their impact. Well, how do you get a sprung floor in there? Is there one that can be removed and then put back in?’ As it happens, there is. But the question

pointed to a larger issue. With tittle inkling of how students would use Media Union’s vast resources, or how those resources and uses might evolve, the design team needed to em- phasize flexibility and clarity of organization.

Featuring no fewer than 25 departments, the space plan essentially Iwates audio, video and performance spaces on the first floor, cluster- ing them around a lounge, known as the Cen- tral Collaboration Area. More traditional - and solitary - components, notably books and computzrizecl workstations, are located on the facility’s upper and below-grade levels.

Columns and skylights But Media Union’s floor plates - about 300

feet by 300 feet - are nearly as vast as its pro- grams, and the designers necessarily relied on structural elements and natural light to flag major departments and circulation points. According to Kahn structual engineer Gar Hoplamazian. the building’s horizoiital fram- ing elements span to column grid line pairs that help identify corridors and aisles. Consisting largely of wide-flange W- I2 and W- 14 sections

located I? feet on center, the pairs result in four- or eight-column clusters where they intersect, with each cluster supporting a pyra- midal skylight.

The skylights, numbering 17 in all, include four internal units ringing a larger central unit, and 12 encircling the building’s perimeter. The perimeter units measure 114 square feet and are evenly spaced, with each linked by corridor to a counterpart on the building’s opposite side, creating cross-grids of comdors that organize floors into nine modules or work areas. O n the top floor, the skylights illuminate glass lounges anchoring the ends of the comdors.

Members of the internal skylight ring also measure 144 square feet and enclose a circular entry vestibule and other key spaces. Measur- ing 60 square feet at its base and constructed of four trapezoidal sections, the larger central skylight tops a three-story atrium near the entry, where the information desk is located.

Although the wayfinding scheme “probably generated more columns than w e needed,” the menikrs were effective in assembling other aspects of the plan, Hoplaitiazim said. A m o n g other functions, the colunms dislriburc powcr from ceiling spaces to coinputer workstations, which are arranged in clusters. ‘‘It isn’t readily apparent, but each cluster abuts a column or a wall cavity at some point,” said Frank.

Columns and walls likewise distribute

BUILDING DESIGN 8 CONSTRUCTION January 1998 39

Lighting and interaction: Indirect lighting is pro- vided by gridded tubular units suspended below ceilings (left). Student workstations and labs are clustered around a “Central Collaboration Area” in order to promote interaction (middle). The three-story atrium is another focal point (right). pnaEacr&mMk&h- .Bleanrg

datakommunication cable between worksta- tions and cable trays located in adjacent corri- dors. The trays rest in architectural coves sus- pended from ceilings, providing easy accessibility when recabling is required. “Once you go into a ceiling, even a dropped ceiling, it’s no longer convenient,” Frank said.

H e noted that the university opted for twist- ed-pair copper cabling for desktop applications because ”we couldn’t justify the expense of using fiber optics. Our crystal ball told us we’d be okay for 10 years. But w e used fiber optics to distribute cable between closets. Those runs tended to be longer.” The building contains 2,500 active network

connections - one every 10 feet or so. In the case of workstation clusters, which contain as many 30 desks, patch cabling was routed through hollow spaces in the furniture to mounting plates on walls or columns. For Media Union’s virtual reality lab and

computer room, which contains the building’s main tile and computer servers, planners spec- ified access flooring. ‘The floors provided the best means of managing the volume of cable required - power cable, data cable and large amounts of video cable,” Frank said. “And in the computer room, w e were already planning to use the flooring for air distribution. That’s typical. You want to route the air up through the equipment and exhaust it from the top.”

With Media Union’s departments defined by cross-grids of corridors, designers were able to locate most other major utility runs above cor- ridor ceilings, as opposed to the ceilings of adjacent work areas. The latter location would have made it difficult to modify a department’s utilities without interrupting service down- stream. With the selected scheme, Itxcal repairs

and alterations involve only minor or sec- ondary runs branching off the main lines. The configuration helped to accommodate

indirect lighting, which was used extensively in workstation areas and required greater ceil- ing heights than major utility runs - particu- larly ductwork - would have provided. Floor- to-ceiling heights in corridors measure just 8 feet, as compared to 9 feet in other spaces. The additional 12 inches was required to

provide uniform - or low-glare - indirect lighting, an approach that reduces the percep- tion of glare by casting a uniform ceiling reflection on a computer screen or work sur- face. The method relies on directing light upward from suspended fixtures in patterns wide enough to create a relatively uniform ceil- ing luminance. In the case of Media Union, the approach required locating networks of grid- ded tubular units 24 inches below the ceiling line. “Locating them closer [to the ceiling] would have created hot spots,” said Delia Rody-Barczys, lighting designer with Kahn. To optimize uniform distribution, Kahn

specified 32W-T8 fluorescent lamps for fix- tuks. “Lighting from a 40-watt lamp would have been too high,” Rody-Barczys said, not- ing that the T8 “also provided an energy sav- ings of 8 watts per fixture.” In accordance with recommendations of the Illuminating Engi- neering Society, computer rooms and similar areas have an illuminance of 50 footcandles.

In addition to reducing glare, the overall scheme promotes flexibility. Because light is distributed uniformly, workstations and other task areas can be reconfigured or relocated without compromising visual comfort.

In the atrium, metal halide indirect fixtures accent the building’s main architectural fea- ture: the column clusters. Like the building. the columns are primarily wrapped in brick. Designers took their cue from buildings on U- M’s surrounding North Campus, Tooley said. “ W e looked at designs that were more high- tech, ones with more exposed structure and so forth, but the university came back and said. ‘That image really isn‘t us.‘” W

Media Udon University of Michigan Ann Arbor

Building team Owner: University of Michigan Architm, interior architect: Albert Kahn Associates StrvctuMm~anicaUelectrical engineer: Albert Kahn Associates General contractor Ellis-Don Michigan Inc.

General intonnation Area: 250,000 gross square feet Number offfoors: 4 (includes basement) Construction time: January 1994 to June 1996 Construction cost $33 million Delivery method: Dwign/bid/build

a Projecl suppliers Curfain wall: Kawneer fiteriorgking:Viracon Roofsystem Ultra Seam; Versico skylights Fisher Skylights Elevators: Detroit Elevator Co. Escalators: Montgomery Energy management controls: Landis & Staefa Fuwer/co”unications duct, raceways Westinghouse; Walker Plumbing fixtures: Kohler Doors: Overly; Eggers Industries Entrances: Kawneer Ceramic floor tile: Dal-Tile Cam: BentJey Mills; interface Flooring Systems Resilient kming: Endura; Johnsonite Lighting cmtrds: Leviton Ceilings: U%, Celotex Interior walWpaMons: Georgia Pacific; Modemfold

40 January 1938 0 BUILDING DESIGN & CONSTRUCTION 47

T M P A S S O C I A T E S I N C

TOWSLEY CENTER ADDITION UNIVERSITY OF MICHIGAN

The Margaret Dow Towsley Center, a recently completed addition at the University of Michigan School of Music fulfills several specific needs of that curriculum. The Center’s vocal arts theater, both a performance and rehearsal space, hosts opera, dance, and choral music functions. It also contains display rooms where the Stems Collection of Exotic Musical Instruments is housed. TMP’s most challenging design task, however, involved the organ recital studio built for the aesthetically and technically splendid Fisk organ.

The architecture of the addition had to match the exterior of two neighboring modules designed by Eero Saarinen twenty-five years before, while providing a much greater volume of space required for the new program. Placing the organ studio floor forty feet below ground released the volume needed for the organ’s aural splendor. But because the vocal arts studio had to be positioned directly above the organ studio, acoustic isolation became a critical issue. A building within a building concept, augmented by other imaginative acoustical measures, assures that the enormous sound energy of the organ never disturbs rehearsals in the Vocal Arts Theater above.

A ward Winning Project * 19W Ohio Concrete Block Associalion Merit Award for Creative Design

41

T M P A S S O C I A T E S I N C

GRETCHKO ELEMENTARY SCHOOL WEST BLOOMFIELD SCHOOLS

This new early elementary school is specifically designed for children in pre- school through first grade. Splashed with touches of primary colors. all aspects of the school were crafted to meet the social, physical and leaming needs of the four to six year old user. Special attention was given to creating environments 7ust for the kids" with special windows (at their level) and a symbolic stair plafform at the main entry for imaginative play activities.

Floor pattems, french doors, two level door handles and access to protected outdoor play areas all add to the spirit of adventure at the school. The facility includes twelve generously sized flexible class areas, a dedicated art and music area, gross motor activity center and a centrally located media center.

Site development includes separate bus and auto drop off loops all leading to the "front doof denoted by the yellow arched graphic. It truly is a facility full of life and happiness!

A ward Wnnlng Project * 1998 International Bienneal of Architecture Top Prize * 1997 American School & University Magazine Award Citation * 1997 National School Boards Association A ward Citation * I996 American Association of School Administrators / Citation Winner * I995 Association of School Business Officials Cerfficate of Merit

42

T M P A S S O C I A T E S I N C

CORPORATE TRAINING &CONFERENCE CTR BIRMINGHAM PUBLIC SCHOOLS

Designed to provide an exceptional leaming environment for businesses, individuals and organizations, this facility was created by the Birmingham Public School District to help satisfy the demand for high tech training and conferencing opportunities. Utilizing surplus space in the existing Groves High School, this sensitive remodeling project creates a world class center which blends state-of- the-art high technology with long-lasting human touch amenities.

To meet our client's objective of maintaining a sophisticated leaming environment, TMP's designers focused on creating a tailored, understated elegance in the center. The design provides a warm and welcoming environment to assure comfort to customers who train in it for several hours at a time or an entire day.

The center utilizes a variety of technology systems to reinforce its vision including: video-conferencing, high speed technology lines, and satellite downlink, providing flexibility to conduct global presentations by relaying broadcasts via satellite. The Technology/Control Center is the single cor6rol point for all computer, video- conferencing and multi-media capabilities and is conveniently situated near the administration area. Additional amenities of the center include: an electronic messaging center, an Executive Video Conference room with satellite downlink reception and built in camera and video monitor, an independent learning lab, three state-of-the-art computer labs, four conference rooms equipped to accommodate 25 to 125 people and a first class dining area for up to 725 people with comfortable seating and outdoor patio seating.

j _ I . .,_. , ,- . ,

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43

Introduction to UIA Member Case Study Presentations

As part of the Seminar and UIA Working Group Meeting, individual presentations related to the topic of ‘Lifelong Learning” was encouraged. Several members submitted papers and ideas in support of the topic.

Following are individual papers and presentations that were presented to the Working Group.

45

Lifelong Learning Sumant H. Wandrekar

‘The Master whose student doesn’t surpass him, has failed‘ -- said the great Leonard0 de Vinci. The Master, therefore, must keep updating by continuous learning.

Beginning to Learn

Parents play a very important role in educating the child from the day it is born. By sharing a dignified relationship, amongst each other, the parents help to create a base from which a platform is built for the right kind of development of the child‘s mind. Parents are responsible for encouraging imagination, instilling discipline and teaching helpfulness amongst many other good things in life.

Our centres of education, namely the schools, colleges and universities must be civilizations in miniature, symbolizing all that is good and proper for human life. The institutions must be built where the education should be an unending process with constant progress, and where the youth never ages. It must be a bridge between the past and the present. It should be a place where knowledge will be available for those who seek their future in a global unity and peace. It should be a place with new concept in education, an attempt towards world peace, friendship and unity. It should be a universal town, where children, men, and women of many countries live in peace and progressive harmony, above all needs, politics and all nationalities.

Natural Learning

The modern world during the current century has turned aside from the respect for nature. W e are using technology to create artificial living and working spaces for ourselves. W e have learnt to depend upon electronic and mechanical gadgets. W e enclose ourselves into manmade built-environment. W e are distancing ourselves from the natural way of living, and depriving ourselves the enjoyment of enjoying the nature in its naked form.

Nature, therefore, indirectly helps to educate the child in early stages. The educational institutions must impart environmental education to children from very early age by putting them in direct contact with ecological imbalances which will impress upon them the need to prevent further environmental degradation.

Quest for better life through better living and learning environments should be the major concern of those who provide educational facilities to school children. Students must be made aware of degradation of quality of natural resources, which cause crucial concern for future of sustainable settlement. Students must be made to realize in their early childhood that over-consumption of land, water, and the pollution of the environment does not permit sustainable development pattem and does not ensure healthy and safe living.

When the children grow, they will know that each of us is responsible for everything to everyone else. They will profess the objectives and priorities in environmental and developmental context and encourage public awareness and participation by making information pertaining to sustainable environment available to the large population, who are unaware of their responsibilities towards nature. The basic love for nature in early childhood will entitle the children to healthy and productive life in harmony with nature.

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Study of nature helps to build perpetual relationship with nature and the external world, which is culture bound. The vernacular construction with the use of non-toxic natural materials reflects the ties with other cultures, to universal values, as well as local conditions. Architect's education of the past, sensitivity to value of vernacular art and craft with keen observation, will enable him to produce architecture close to nature for the children to live in harmony with it.

Ecological initiatives can be coupled with aestheticisation of nature. Recycling water, garbage and sewage; and passive energy sources, conserving energy, and reusing all essential strategies guarantee the health of the natural world of the campus. The natural qualities, if exploited, can give a unique character to the campus. Understanding of the landscape as a language equal and parallel to the language of architecture, should be the central aspect of the campus design. The size, form, color, texture, scale, and other architectural characteristics can strengthen the unity of entire campus. Formally the ground, walls, columns, roofs, canopies, the halls and rooms, the outdoor spaces, should be conceptualized through natural materials.

Civilized Growth

In any civilized and progressive society, it has been a tradition to be modern -- modern in the sense of living in accordance with prevailing conditions of the time. People have to be imbibed with the traditions of the past, and also to live in accordance with the present, and to gaze into the possibilities of the future. This has been a motivating spirit behind the civilized growth.

The art of integrating spiritual and physical needs of inhabitants of the past is now suspended by the influence of modern science and technology. Early builders understood the principles of natural ecology. There is no harm if the architects and builders of today draw on the rich heritage of ethnic building and combine it with modern architecture. They must learn to seek new solutions to the old problems of climate, health, and needs of man.

Innovation

There are always new innovative approaches to learning and pursuit of the same is absolutely necessary to keep pace with the modern world. The new technologies are playing important roles in creation of a global educational environment in favor of intellectual learning. The modern schools cannot remain disassociated with these new technologies. The students can now communicate with people from other countries on subjects of their interest. The education through modern media is necessary to all young, as well as old, if they want to be part of our unique one world. There are many new things to be learnt through these new communication methods.

Pursuits of innovative approaches to learning is necessary to keep pace with modern world. The new knowledge helps to build a positive ambition to develop a vision of the world's and mankind's future and help to liberate creative forces and give birth to a new MAN.

Scientific discoveries and inventions are important as they improve our lifestyle and ease our living conditions. Every man has to keep himself abreast of new evolutionary changes, whether physical, social, or cultural.

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Architectural Environment

W e live in the midst of deeply divided architectural culture. Its two poles claim opposing ideals and directions. At one pole, the proponents of a perpetual Cultural Revolution claim that the goal of architecture should be the invitation to ever-fresh, unique and monumental architectural form for educational buildings. At the other, the proponent of historical continuity claims the cultural importance and repetition of expression of the past.

In the middle a few architects claim a ground that preserves the prerogatives of both newness and continuity. Understanding for the deep architectural traditions of the country, respect for human purposes of architect and deep sensitivity to place and to nature around are the sources of our most inspired practice.

The traditional notion of a campus as a teaching instrument and as expression of the community whose purpose is aimed towards the society as a whole. The campus should provide permanent facilities in the form of 50 to 75 year buildings with a provision for extensions and modifications as and when required. Campus normally is a compact, distinct academic district with a central focus.

One must believe in the importance of architectural design of good quality. The planning must aim at new organization of space to improve lifelong education and keep it more closely in touch with the rapidly changing society of which it is a part.

The quality of environment can be enhanced by the beauty of spaces, forms, attractive colors, effective acoustics, carefully selected furniture and fixtures and their materials, well-designed lighting, and green surroundings. They all contribute to harmony and human needs, which are essential for better learning. To appreciate beauty, aesthetics should be part of the educational context and play an important role, both in contributing and responding to the change during learning process, which continues for several years at school and college.

The campus and educational buildings provide a focus for the whole community. Facilities such as library, museum, auditorium, swimming pool, sports hall and fields, cafeterias make the campus a cultural center for the community. The schools, colleges and the educational campuses are expected to fulfill satellite educational functions through sports, cultural activities, and specific programs for local or regional industrial apprenticeship.

Architect’s Responsibility

The architect needs to study critically the fundamental beliefs and norms to make them more clear and reliable. This needs pursuit of knowledge, not only for personal enlightenment, but also for benefit of the society to whom he serves. His survival depends upon the ability to change. One must be able to respond to the ever-changing environment in order to be successful.

The architect must be able to predict the future. He must design and build receptacles for new knowledge and functions of the future. He must be able to predict unpredictable and must be ready for the unexpected. He has to contribute to building the new nation. While creating architecture for future, he must preserve the old to help the future generation to provide ties with the past.

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The education of the architect does not end with the professional degree. It is merely a springboard to dive into greater depth to practical solutions to challenging problems that he faces in his professional practice. Continuous learning is vital not only to students, but teachers and professionals, as well as to the society at large. Our education throughout our professional career must explore more area of inquiry and specialization. Acquisition of any skill is the result of learning and educating oneself.

At no stage in life one must overlook the true purpose of human existence. Science in modern sense is used for the benefit of humanity. Our progress depends upon creative innovations. W e could not have made discoveries had we not have learnt through our mistakes. The use of modern technology must no longer satisfy the primary needs of today, but must be used for reparation of the evils and damages wrought by the technology of yesterday. The technology has been helping the learning process on global scale. Architects must refer to the latest technology for innovative solutions through lifelong learning.

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~

The "Jo wal" School in the new town of Modiin

~~~~

Jaacov Hertz

This is a presentation of an elementary school in the new town of Modiin. This school is part of an educational system with quite an interesting concept of overall planning to achieve integration of the communal activities.

In order to make this clear I have to enter somewhat more into the planning of this new town.

Modiin was planned by architect and town planner Moshe Safdie for the Ministry of Housing.

Planning started in 1987 and the site development was begun in 1992.

The town had been planned for a population of 250,000 inhabitants. (70,000 housing units).

As of today 7000 units with 19,000 inhabitants have been populated. The town had a rapid growth and the population will be doubled within 3 years. The site of the town is halfway between Jerusalem and Tel Aviv, in a hilly rocky area next to one of the largest park areas in Israel .

After a comprehensive planning study and survey the following planning rules were laid down:

The town will be planned on a rectangular grid adapted to the topographical conditions. The valley between the hills will be preserved mainly as a green area for recreation, in addition to public buildings and neighborhood shopping centers. Housing will be situated on the slope of the hills coming down as terraced buildings toward the green valley. A few high rise buildings will be erected on the hilltops as landmarks. As a result we get a steady flow of green areas running through the town and connecting the different neighborhoods .

The green valley with the public buildings bordered by the terraced housing creates optimal conditions for the physical integration of the multiple activities of learning, shopping, recreation and dwelling.

The school we built is situated in one of these valleys, the Ayalon Valley. The school combines elementary school with kindergarten, 7 age levels, 3 classes for every age level, a total of 21 classes.

W e decided in order to make the most of the green environment, to build theschoolbuilding on ground level only and to develop it as a pavilion type building. Here the educational organization of the school came in very helpful. The school is organized on a basis of so called "houses".

One house containing both kindergarten, and first and second grade level.

The second house includes third and fourth grade level and the third house the 5th and 6th grade level.

Much flexibility in the personal teaching schedule of the pupils will be allowed. Pupils can participate in different teaching levels. Therefore we had to make provisions for common teaching areas.

In the house of the lowest level 3 classrooms clusters containing:

1 kindergarten and one first level class room each and one cluster of 3 second level classrooms are grouped around a central area.

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In the two other houses 2 classroom clusters of 3 classrooms each are grouped around the central area.

The shape of the school allows for maximum penetration of the green surroundings. The following pictures are a clear illustration how life is conducted in the school and the new town Modiin.

To conclude: In the new Town Modiin we witness a very special physical solution for integrating the communal activities .

It is too early after only two years to come to conclusions but in the meantime we have observed a positive response.

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Educational Reform: Optimizing Capital Investment in Educational Buildinas and Furniture Jadille Baza and Rodolfo Almeida

W e are working for this project as Technical Co-ordinators, Jadille Baza for the Ministry of Education, Rodolfo Almeida for UNESCO Office in Santiago.

As from 1990, the Ministry of Education started a process of educational reform, of which the most fundamental components are:

Programmes of educational innovation: content and teaching, methods; in addition, the improvement of new teaching materials for both students and teachers is foreseen. Extension Of the school day, with the purpose of improving the quality of education. This has a tremendous impact on the physical infrastructure. Schools with presently two shifts are being transformed into one-shift schools: approximately 8000 schools, more than 3500 schools have already been transformed. Professional development of teachers: actions and projects have been designed for this purpose, as the teacher is the focal point of the reform. Curricular change: a new curriculum has been developed to meet recent pedagogical achievements of the new needs that the country is facing. The Ministry of Education provides to each educational establishment the minimum contents of education; in this way, each educational establishment has the freedom to develop their own plans andprogrammes in function of their educational project and their local needs. This represents 20 to 25 per cent of the total curriculum.

Up to the 199Os, the educational establishments were constructed to respond to the great quantitative demand of enrolments and responded to the educational reform of the 1960s: massive construction programmes were implemented following typified designs, for a unified curriculum, with frontal disposition of students in the classrooms.

To face this challenge, UNESCO and the Ministry of Education are implementing this joint project. The Government is investing some US$1,200,000,000 only for remodeling, extensions of new buildings or adapting the educational buildings to function in one shifts. There also exist additional financial resources for the modernization of educational buildings.

The main objectives of the project are:

- To support and facilitate the implementation of the educational reform - To create a better architecture adapted to the new educationalprogrammes and to local conditions and regional cultures

- To make participate educators/architects/the community in the definition of their educational, social and cultural needs, and in the planning and design of their schools - To support the decentralization process of the capital investment - To provide regions, municipalities, communities and educational establishments with tools (technical documents and training) which will facilitate for them the implementation of the educational reform.

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The project includes:

Design guidelines appropriate for each educational level, geographic and cultural situation. Performance specifications for the design and production of schwl furniture at local level. Manuals for the use and management of the educational establishment. Maintenance bulletins (presently, as from this year, the Ministty of Education provides a financial contribution to the approximately 8000 schools, which currently represented US$20,000,000). Up-dating of the form to survey existing educational buildings. Creation of a documentationhtformation centre to produce and disseminate the guidelines and technical documents to the municipalities. Prototypes of buildings for Education for All (including formal and nonformal education) using local and modern techniques. Pilot projects to demonstrate the necessity and method of team work among architect, educators and the community. Three national architectural competitions. Competitions for students in schools of architecture. Publication of a book on school architecture in Chile in the 1990s. An international seminar to exchange ideas (probably in 1999).

All this will lead to a new modern Chilean architecture for education suited to the educational reform and to the local and cultural situations.

The slides that we are going to present reflect the changes that are now happening in Chile with the educational reform and with the joint project.

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Restored Old Monastery for an Advanced Architectural Studies Center Stefan PODOV

Founded in the Middle Ages, the monastery S Kirik, has a long and checkered history through the years. It is situated in the central part of Bulgaria, twenty four kilometers south east from the town offlovdiv (the second big town in Bulgaria), six hundred meters above sea level in the Rhodopa mountains. The monastery has suffered successive waves of different invaders. Although abandoned at the beginning of this century, the delightful and largely unspoiled church in the center of courtyard complex continued to function until 7946. Partly destroyed and in a very bad condition the monastery buildings were used for different not religious purposes - a mental clinic, a prison for political prisoners and so. In 7982 the Union of Bulgarian Architects took the initiative to restore the whole complex and to use it as a Center for Advanced Architectural Studies.

Restoration was entrusted to arch. Shinkov. The biggest problem was a total lack of original old drawings or even photographs of the old monastery. Only one surviving engraving gives some idea of the monastery in its heyday. However S Kirik has a classic scheme of old monasteries in Bulgaria. Its design is based on around a closed courtyard with a church in the middle. The restored complex combines the tradition with the new function on the best and picturesque way.

The rebuild monastery now comprises six teaching studios, a library, conference hall with 200 seats, a museum, exhibition hall, administrative offices, 70 bedrooms suites, thiq five single rooms, a 730 seat restaurant, a private dining room, a cafeteria, club rooms etc.

The revived monastery provides now facilities for different national and international events in the field of architecture. The buildings are used as a Center for Advanced Architectural Studies, continuing education of architects etc. The lntemational Academy of Architecture organizes short and long term courses for students from around the world, seminars, symposia, conferences, exhibitions etc.

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The Role of the School Building in Poland After the Year 1989 Janusz A. Wlodarczvk

The year 1989 means here the first year of transformations after the fall of the communist totalitarian system. The changes were visible -- and still are -- in several aspects: political, social, economic, also spatial and architectural. W e are interested here in these two last of them.

The nearly ten years of these changes that passed by allow us to notice effects of them. If we are saying about school in the country, in villages, it refers to the primary stage of education. It always differed from the same in towns. After the essential performances in time when Poland regained the independence as the result of the I World War (after 123 years of the lack of the state, 1918) the education program for these areas, the social role of the school was high and often the second, together with the church, center of culture.

The communist education program (1 945- 1989) was egalitarian, equal for all people, but the symbolic meaning and the social role of it permanently decreased. However, the reasons were different, schools in towns and in not urban areas differ to nowadays.

The only program of education, equal for each school, did not perceive the peculiarity of the local needs. There were some obligatory types of architectural school projects, the same in the whole country. In the seventies, the state administration of education performed the principle of the one school for several villages, kind of centralization. In spite of difficulties in carriage of the children, much worse result was the lack of the school symbol and the object of social integration in many local societies.

The standardization of school building existed thought three decades. Sometimes architects together with local authorities tried to perform the idea of individual schools. It named the Integrated School (the Environmental School), sometimes the Open School. The program joined the essential, Obligatory elements of it with some spaces needed by the local society as, for instance, larger sport program, the larger public areas used together by children and parents, as the form of auditorium or pupils’ forum, also the hobby program for different activities.

In the eighties, as the result of social unrest, the state changed a little the policy line and the small appeasement of restrictions were allowed. Yet the economic condition of the country was worse and the time of realization of school building lasted often many years.

After the fall of the communism in Poland the administration system was much quicker performed than the economic life of the country. The difference between the urban and non-urban spaces still exists and will change in the context of Poland integration with the West Europe.

After the year 1989 the local administration took over the protection for schools from the state. Now the education program may be changed according to the real needs (besides the essential obligatory factors). The standard of school buildings depends on the quality and possibilities of local communities and sometimes the good architecture can be created. Such example is the Panlowki’s school. The project and the realization were performed regularly, by stages.

55

The program is made for about 300 pupils learning during eight years and has ten classrooms with 20-30 children each (with the tendency of decreasing). The school hall (pupil's forum) exists in connection with the main entrance. The school has bigger sport spaces with the larger gymnasium and the swimming pool, as the last stage of the building.

The school is situated in the coal-mine region characteristic by occasional earthmovings (little similar to earthquake). Therefore there are four floors of the building -- because of the foundation's costs. Also the narrow and long shape of the school plot decided about it.

The special role is provided for the courtyard surrounded by school architecture from three sides. From the fourth side it is opened to more natural countryside.

The school is still the second, as the parallel to the church, significant object of the village. It is accepted and appreciated by the local environment. It is the example that architecture may be important phenomenon for people if they need it and if it is friendly to them.

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Seminar Summary

What a fantastic event! This certainly was a “Lifelong Learning” experience!

The setting at Cranbrook was perfect!

The weather was beautiful every single day!

The keynote speakers were tremendous!

The presentations were outstanding!

The site visits and tours were extremely popular and beneficial!

Attendance was excellent with over 75 UIA Delegates and their guests!

Local participation was also excellent!

The food, drink and hospitality will always be remembered!

But above all, seeing old friends and meeting new ones is the most important outcome!

Thank you UIA and UNESCO for you support and encouragement!

I will always cherish this memory!

John J. Castellana, FAlA

57

5a

Gunnar Birkerts, FAIA Personal Data Born in Riga, Latvia in 1925. Graduated in 1949 from Technische

Hochschule, Stuttgart, Germany with the degree of Diplomingeneur Architekt. Came to the United States in 1949 and established own practice in 1959

Professor of Architecture at the University of Michigan, 1959 - 1990 Fellow, American Institute of Architects Fellow, Latvian Architects Association

A wards/Honors 1996 - Architectural Firm of the Year, AIA Michigan 1993 - Michigan Artist of ?he Year, Michigan Artrain 1991 - Elected Member, Latvian Academy of Sciences 1990 - First Bruce Alonzo Goff Distinguished Professor at the University of 1990 - Honorary Doctorate, Riga Technical University, Latvia 1990 - Distinguished Professor, The Association of Collegiate Schools of

1988 - Michigan Art Award Arts Foundation of Michigan 1984 - First Thomas S. Monaghan Distinguished Professor at the University

1982 - First Lawrence J. Plym Distinguished Professor at the University of

198 1 - Arnold W. Brunner Memorial Prize in Architecture 1980 - Gold Medal, Michigan Society of Architects 1976 - Architect in Residence, American Academy of Rome 1975 - Gold Medal, American Institute of Architects, Detroit Chapter 1971 - Gold Medal in Architecture, Tau Sigma Delta

Oklahoma

Architecture

of Michigan

Illinois

Projects have won 58 major awards and work has been published internationally.

Publications Process & Expression in Architectural Form, pub. by The University of Oklahoma Press, Norman, 1994

The Architecture of Gunnar Birketis, pub. by The AIA Press, Washington D. C. and Centro Di, Florence, Italy, 1989

Gunnar Birkerts; Buildings, Projects and Thoughts; 1960 - 1985; pub. by The University of Michigan, Ann Arbor, College of Architecture and Urban Planning, 1985

GA Architect 2: Gunnar Birketis and Associates, pub. by A. D.A. EDlTA Tokyo Co., Ltd., Japan, 1982

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Major Projects Lincoln Elementary School, Columbus, Indiana Federal Reserve Bank of Minneapolis Contemporary Arts Museum, Houston, Texas ISM Corporate Computer Center, Sterling Forest, New York Corning Museum of Glass, Corning, New York Law Library Addition, University of Michigan, Ann Arbor College of Law Building, University of Iowa St. Peter's Lutheran Church, Columbus, Indiana Domino's World Headquarters Building, Ann Arbor, Michigan Central Library Addition, University of Califomia at San Diego Law School, Ohio State University, Columbus U. S. Embassy, Caracas, Venezuela Law School Renovation, Duke University, Durham, North Carolina Thompson Library, University of Michigan - Flint Kemper Museum of Contemporary Art, Kansas City, Missouri

Projects in Progress National Library, Riga, Latvia Marriott Library Expansion, University of Utah, Salt Lake City Performing Arts Center, Michigan Technological University, Hough ton Central Market Master Plan, Riga, Latvia Milliken University Chapel, Deca fur, Illinois

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Balthazar Korab Personal Data I a m an architect, with a passion for nature’s lessons and man’s

interventions. My images are born out of deep emotional investment in their subject. Their content is never sacrificed for mere visual effects, nor is a polemic activism intended to prevail over an esthetic balance.

Date of Birth: February 16, 1926 in Budapest, Hungary

Naturalized U.S. citizen - 1964 Married: Monica V. Korab Children: Christian M. Korab - Alexandra M. Korab McHale Languages: English, French, German, Italian, Hungarian

Education Polytechnicum - Budapest, Hungary 1945 - 1948 - Architecture Ecole des Beaux Arts - Paris, France 1955 - Architect D.P. L.G. Ecole de Louvre - Paris, France 1951 - 1953 - AI? History ClAM Summer Academy - Venice, Italy 1952 - Urbanism

Travel Europe, China, Russia, Yemen, Egypt, Saudi Arabia, Australia, Mexico, Italian sabbatical - 1966 - 1968

Major Books Berlin National Gallary, AiD Series, Phaidon - 1998 The Old Barn Book, Barnes & Nobel - 1997 American Architecture, Saraband - 1996 Oak Park, The Genius of Frank Lloyd Wright, Barnes & Nobel - 1997 Frank Lloyd Wright, A Gatefold Portfolio, Barnes & Nobel - 1998 Saarinen House, Harry Abrams - 1995 Michigan Architecture, Oxford Press - 1993 Encyclopedia of American Architecture, McGra w- Hill - 1994 Smithsonian Guide to Historic America - 1989 Columbus Indiana, Landmark on the Prairie, Documan Press - 1988 Michigan, A Photo Essay, Howell Press - 1987 Detroit, The Renaissance City, Thomasson-Grant - 1986 Archabet, An Architectural Alphabet, Preservation Press - 1985 I Tetti de Roma, an Urban Thesis, Bestetti - 1976 Gamberaia, A Photo Essay, Centro Di - 1971

Collections Chrylser Corporation Headquarters, Auburn Hills, MI L DM Technologies Headquarters, Auburn Hills, MI Presidential Portfolio, Presented to the Hungarian President Goncz by President Clinton on a state visit - 1994 The Detroit Institute of Art - Detroit, MI The Meril Collection - Houston, TX Chase Manhattan - Columbus, Indiana Kresge Corporation and Foundation - Troy, MI

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Exhibits Traces, Birmingham Bloomfield Art Association Korab 40/40, University of Michigan College of Architecture Korab’s Cranbrook, Cranbrook Art Museum Michigan Architecture, State Museum, Lansing, Michigan I1 Secondo Pardiso, by Gae Aulenti - Torino, Italy Columbus, Indiana - The National Building Museum Tuscany, The Robert Kidd Gallery, Birmingham, Michigan Heritage, Columbus, Indiana Man’s Presence in Michigan - A Traveling Exhibit Roofscapes of Rome, The Detroit Institute of Art Eero Saarinen, Bloomingdale’s - New York Eero Saarinen, Cranbrook - Michigan

Honors Michigan Society of Landscape Architects - Honorary - 1989 Arts Foundation of Michigan - 1986 A. 1. A. Detroit Chapter - Honorary - 1985 Michigan Society of Architects - Honorary - 1975 A. 1. A. Medal of Architectural Photography - 1964

Public Service Governor’s Committee on Art in Public Places - 1977 - 1982 Cranbrook, President’s Design Advisory Committee, 1998

A ctiwities Lecturer, Juror, Critic, Educator

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Reino Johannes Tapaninen Personal Data Otsolahdentie 7 A 9

FIN-02 1 10 Espoo, Finland

Date of Birth: 1955 in Nurmes. Finland

Master of Architecture 1980 - Tampere University of Technology Faculty of Architecture

Memberships 1990 - Finnish Association of Architects (SA FA) 1990 - Representative of Finnish Association of Architects / UIA Working Group "Educational and Cultural Spaces"

Professional 1995 - Present National Board of Education, Helsinki Chief Architect

Experience

1984 - 1997 Yrjo Suonto - Reino Tapaninen Architects, Espoo Own office / Partner-in-charge Projects include eg: Schools, kindergartens, course centers Projects published eg: Arkkitehti - Finnish Architectural

1989 - 1995 Helsinki University of Technology Design Instructor Faculty of Architecture

1981 - 1986 Perko & Rautamaki Architects, Helsinki Bureau Chief /Associate Projects include eg: Schools and administrative centers

1979 - 1981 llmo Valjakka Architect's Qffice, Helsinki Project Architect Projects include eg: Luxury hotels in the former USSR

Publications Several articles of school architecture and school construction in architectural and educational periodicals

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Dirk Mooij Personal Data Date of Birth: March 4, 1947

Education Technical University Delft, Msc. Civil Engineering & Architecture Several post doctoral courses

Memberships Royal Institute of Engineers (KIVI) Institute of Advising Engineers (ONRI)

Professional 1970 - 1973 Experience UNESCO Colombo/Bangkok

Expert I Educational Facilities Planning, Programming and Design. Projects in the Asiatic region

1973 - 1974 Expert in Educational Facilities Planning, Programming and Design. Projects in the UK and for the Worldbank Publication: Higher Education: planning, building and facilites

1974 - 1982 Leiden University, Holland Head of the building department Major project: buildings for the university library and art facilities

1982 - 1992 Ministry of Education and Sciences, Holland Director of higher educational facilities

1992 - Present Rienks - Mmij, managers & consultants (facility policy development and planning, programs of requirements, project management and facility management) Director Recent projects: University Twente, Rijksmuseum Amsterdam, City Archives of Amsterdam, L eiden University, Nijmegen University, various Polytechnics and institutions of professional education

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Personal & Professional Data

Luut Rienks, M.Sc. Luut Rienks (52) is a member of the UIA working group on Educational and Cultural Spaces since 1985 representing the Architects Foundations for research into Educational Buildings (STARO), which is a subsidiary of the Royal Dutch Association of Architects (BNA). Recently he joined the Board of the Royal Dutch Associatbn of Architects.

He is the founder of the Rienks Group, which is a private firm of interdisciplinary working professionals, architects, property consultants, structural, technical installation consultants and managers. About sixty professionals form a multidisciplinary team operating from Breda (NL), Amersfoot (NL), and Hulst (NL). Their commissions vary from educational, commercial, cultural, healthcare, recreational and housing projects. Rienks Group is a member of the Bryon Group, European architects.

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Cesar Pelli, FAIA Personal &

Professional Data Cesar Pelli was born in Argentina where he earned a Diploma in Architecture from the University of Tucuman. He came to the United States with a scholarship to attend the University of Illinois, where he received a Master in Architecture. For the next 10 years he worked in the offices of Eero Sararinen, serving as Project Designer for several projects inclding the T W A Terminal Building at JFK Airport in New York and Morse and Stiles Colleges at Yale University.

From 1964 to 1968 Cesar Pelli was Director of Design at Daniel, Mann, Johnson & Mendenhall in Los Angeles. Throughout these years he designed several award winning projects, including the San Bernardino City Hall in San Bernardino, California; the Pacific Design Center in Los Angeles California; and the United States Embassy in Tokyo, Japan.

In 1977, Mr. Pelli became Dean of the Yale University School of Architecture. That same year he founded Cesar Pelli & Associates. In 1984, Mr. Pelli resigned as Dean of the School of Architecture but he continues to lecture on architecture. Since the firm's establishment, Mr. Pelli has personally originated and directed the design of each of its projects.

Mr. Pelli has avoided formalistic preconceptions in his designs. He believes that the aesthetic qualities of a building should grow from the specific characteristics of each project such as its location, its construction technology and its purpose. In search for the most appropriate response to each project, his designs have covered a wide range of solutions and materials.

Mr. Pelli has written extensively on architectural issues and his work has been widely published and exhibited, with five books and several whole issues of professional journals dedicated to his designs and theories. He is the recipient of the Arnold M. Brunner Memorial Prize, a Fellow of the American lnstitute of Architects, a Member of the American Academy of Arts and Letters, the National Academy of Design, the International Academy of Architecture, and a Membre de I' Academie d' Architecture de France. He has received seven Honorary Degrees and is the only architect to receive a Connecticut State Arts Award.

The American lnstitute of Architects (AIA) a warded Cesar Pelli the 1995 Gold Medal, which recognizes a lifetime of distinguished achievement and outstanding contributions. He also was awarded First Class Architectural Registration in Japan. The AIA cited his design of the World Financial Center and Winter Garden at Battery Park City as one of the 10 best works of architecture completed since 1980. The AIA also awarded Cesar Pelli & Associates its 1989 Firm Award in recognition of over a decade of standard- setting work in architectural design; Cesar Pelli has received over 100 a wards for design excellence.

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Cesar Pelli has identified and increased the social value of buildings he designs. He has demonstrated his concern with the social aspect of aesthetic issues such as the significance of buildings as makers of city silhouettes, and the importance of designs that support an existing city fabric. His contributions to the practice of architecture are characterized by his belief that buildings should be responsible citizens. He has written and lectured on these subjects, and his designs have been affected by these considerations.

Cesar Pelli’s public spaces have made extraordinary contributions to 20th century urban life. His public rooms are conceived as the contemporary counterpart of the Italian piazza in the 16th century. This invention answers a critical need and lends increasing value to our cities. The commons of Columbus (1 970- 1973) in Columbus, Indiana; the Winter Garden at the World Financial Center (1 980- 1989) in New York, New York; and Founders Hall (1 987- 7992) in Charlotte, North Carolina each represent Cesar Pelli’s goal to create public spaces that support our social and cultural lives.

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Tod Williams, FAIA Personal &

Professional Data Tod Williams received his undergraduate degree from Princeton University in 1965. He read Architecture at Cambridge University in 1966 and received his Masters of Fine Arts and Architecture from Princeton in 1967. He taught at the Cooper Union from 1974 - 1989, and he has held visiting professorships at a number of schools of architecture since the mid 1980s. IN 1982 he received an Advanced Fellowship from the American Academy in Rome. In 1995 Williams received the Ruth Carter Stevenson Chair at The University of Texas in Austin. His work has been honored by the New York Chapter of the American Institute of Architects with over 12 Distinguished Architecture A wards, In 1988 he received a National AIA Award for Feinberg Hall, a dormitory at Princeton University and in 1989, the firm again won a National AIA Award, this time for the Spiegel Pool House addition. IN 1992 Williams and Tsien won two more National AIA Awards, this time for the Quandt Loft and for the Go Silk Showroom both in New York City. And in 1997 the firm won a National Honor Award for the Neurosciences Institute. He and partner, Billie Tsien, have been recipients of several grants from the National Endowment of the Arts and the New York State Council on the Arts. Williams has served on the Architectural Advisory Committee for Princeton University, the New York City and National AIA Awards Committees and as Director of the Architectural League. In 1992, he was made a Fellow in the American Institute of Architects.

Tod Williams started his career by working for Richard Meier from 1967 - 1973. He has been principal of his own firm for the last twenty-four years. He is registered in N. Y. State and by NCARB in 1972, and the partnership of Tod Williams Billie Tsien and Associated was formed in 1986. The studio of 10 people is well known for its wide range of projects, its exceptionally high standards and work which emphasizes the importance of place and explores the nature of materials. Mr. Williams' work has been published extensively and he has authored a number of articles. In 1990, he and Billie Tsien presented an installation, 'Domestic Arrangements - A Lab Report" as part of the series "Architecture Tomorrow" sponsored by the Walker Art Museum in Minneapolis. IN 1990, the Hetmuziek Theater in Amsterdam commissioned a dance project which resulted in a collaboration between the Elisa Monte Dance Company, composer Glenn Branca and Williams and Tsien who designed the movable set and costumes. This work had its American premiere at City Center in New York City in 199 1. In the summer of 1994, Williams and Tsien presented "Quiet Light," an installation of their own luminous wall screens and lsamu Noguchi's Akari light sculptures.

Widely published and well known works include the Eisenberg Residence, the Spiegel Pool House, Feinberg Hall at Princeton University, The Whitney Museum of American Art Downtown Branch in New York and a 525 person dormitory and dining facility for the Neurosceiences Institute in LaJolla finished in 1995 has received worldwide recognition.

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Curently the office is working on aquatic centers for the E m m a Willard School and The Cranbrook School, The Museum of American Folk Art in New York City, The East Asian Studies Center at the University of California, Berkley, and a Student Arts Center for Johns Hopkins University.

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Chris McVoy Personal Data Chris McVoy has been with Steven Holl Architects for five years. He is the

project architect for the Cranbrook Institute of Science addition and renovation, the primary facility for science education and exhibition in the Detroit Metropolitan area. Prior to working on the Cranbrook Institute of Science, McVoy was on the project team for the Museum of Contemporary Art, Helsinki. He received his Bachelors Degree in Architecture from the University of Virginia and his Masters of Architecture from Columbia University. He has been honored with a Guggenheim Studentship in 1985; a William Kinne Travel Fellowship and an American Scandinavian Fdtn. Grant.

Steven U011 Architects New York, N Y Cranbrook Institute of Science, Bloomfield Hills, Michigan. Project Architect

Mr. McVoy has guided the project from Pre-Schematic Design through construction. During the Programming Phase he worked with the client to integrate exhibition, education, collection, workshop and administration, programs into a coherent and well-functioning whole. He coordinated the project team’s development of the design and the many client presentations. During Construction Documents, he collaborated with the team engineers and other technical experts to design many innovative construction techniques into the building. He worked closely with the Institute and the exhibition designers to incorporate the complex technical and programmatic requirements into the documents. His construction services have included weekly site visits to ensure the quality of construction and conformance with the documents.

Museum of Contemporaty Art, Helsinki. Project Team Joining the design team at the beginning of Schematic Development for the competition winning project, Mr. McVoy was in charge of developing the naturally lit gallery spaces and exhibition lighting. Balancing the seasonally changing sunlight with artificial light in the exhibition spaces was a high priority along with providing flexibility for mounting contemporary art exhibitions of diverse media. He also developed the public circulation sequences and the preliminaty details for the exterior building envelope.

Tod Williams and Billie Tsien

New York, NY The Neurosciences Institute, La Jolla, CA. Project Team As part of the team for this 56,000 sq. ft. research complex, Mr. McVoy was in charge of developing and documenting the laboratory building and the sitework, including a plaza and water features.

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Jerry Lawrence, FAIA Personal Data

Education

Current and Former Employers

Professional Service Activities

Licensed Architect, States of Washington and Oregon NCA RB Registration

Bachelor of Architecture, Kansas State University Graduate Studies, Kansas State University

Managing Principal Burr Lawrence Rising + Bates Architects, P. S. 1970 - Present B. J. Kingdon Architect and Associates, 1968 - 1970 Griffith and Bonham Architects, 1967 - 1968

Fellow, American Institute of Architects, 1992 Corporate Member, American Institute of Architects President, S W Washington Chapter, American Institute of Architects Member, Board of Directors, Southwest Washington Chapter, American Institute of Architects Board of Directors. Washington State Council of Architects Past Secretary, S W Washington Chapter, American Institute of Architects Outstanding Young Men of America Award Member, American Institute of Architects National Committee on Architect for Education; Chairman Elect, 1983; National Chairman, 1984 Chairman, Task Force on School Lighting, AIA National Committee on Architecture for Education Member, Construction Specifications Institute Member, Architectural Jurys, American Association of School Administrators, Exhibition of School Architecture Jury Member, Council of Educational Facility Planners, Planner of Year Delegate, National Solar Energy Delegation, People-to- People Ambassador Program to People’s Republic of China, 1987 Delegate representing the United States and American lnstutue of Architects to the Union of International Architects, Working Group on Design of Educational Facilities and Cultural Spaces; Budapest, Hungary, 1988; Lisbon, Portugal, 1989; Caracas, Venezuela, 1990; UIA Work Congress, Montreal, Canada, 1990; Bienal lnternacional de Arquitectura, Buenos, Airs, Argentine, 1991; Stockholm Sweden, 1991; Haina, Crete, 1992; Chicago, 1993, Israel, 1993; San Paulo, Brazil, 1993 Konstanz, Germany, 1995; and. Newcastle England, 1997. Educational Planner, Shanghai American School, Shanghai, China CEFP/I 30 Year Service A ward

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William Robert Ains worth Personal Data

Practice Related and Professional Institute

committee Represen tation

Key Qualifications: B Arch (Hons) Dunelm, 1959; RIBNARCUK, 1960; FRIBA, 1967; MCSD, 1977; 106, 1980; FRSA, 1985; OBE, 1998 Established practice of Ainsworth Spark Associates Newcastle upon Tyne, multi-disciplinary design office The practice has developed to establish a total design consultancy. Own offices in Summerhill Square, the only remaining Georgian Square in Newcastle, now a Conservation area. Also modest offices in West Kensington, London and Leith in Edinburgh.

1971 - 72 1972 - 73 1975 - 79

1977

1977 - 79 1980

1980 - 82 1982 - 86

1982 1983 - 86 1983 - 90

1984

1984 - 90 1984

1984 - 86 1984 - 87

1986

Chairman of Northumbrian Branch, RlBA Chairman, Northern Region, RIBA National Council Member of RIBA, London Founding Chairman of RIBA National Committee for Environmental Education and Founder of Newcastle Architecture Workshop, an organization now spread throughout major cities of UK, teaching detail aspects of Environmental Education to schools and public. Director on the Board of RIBA Services Ltd., London Chairman and organizer of RIBA National Conference. ‘The City, Architecture and Politics. ’ Vice President (Membership) National Body of RIBA Board Member of Arts Advisoty Committee to College of Arts and Technology, Newcastle Founding Chairman of ‘Sculpture Trust’ of North of England Member of Visual Arts Advisory Panel to Northern Arts Member of British Architectural Library and Drawings Collection Committee Member of Arts Council of Great Britain Member of RIBA National Council, London Member of Committee of Union of International Architects. Portfolio for Education and Cultural Buildings Governor of College of Arts and Technology, Newcastle Member of Finance Committee of National Council RIBA Secretary and Treasurer of National RIBA Council Dinner Club

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1986

1987

1987 - 90

1991 1993

1996 1996 -97

1 998 1998

Founding Chairman of a Forum to encourage liaison and work opportunity between Artists and Architects hitiator and organizer in UK ’World Day of Architecture’ July 7, 1987 and subsequent years Hon. Librarian of RIBA British Architectural Library and Ora wings Collection Vice President of National Body of RIBA Governor - Newcastle College Member of Steering Group to establish an Architectural Center in the North of England Vice Chairman of Board of Governors - Newcastle College Organizer and Chairman of lnternafional Conference on the Arts and Architecture sponsored by UNESCO Design Consultant to English Partnerships OBE

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Bruce A. Jilk, AIA Personal Data Ability and Experience in organizing process have made Bruce a leader

in educational consulting. This combination enables him to provide quality services within a unique format. He has worked for educational clients since the mid 1960’s focusing on projects with innovative programs. Currently his work includes development of Learning Communities and related issues such as; I) lifelong learning, 2) connections between conventional education services and enterprise, 3) linking further education with the world of work, 4) use of new information and communication technologies, and 5) the integration of services such as health and education through new technogies. He has consulteda dn designed learning environments in over twenty states and in Austria, Australia, Azerbaijan, Canada, Finland, Germany, Italy, The Netherlands, and Saudi Arabia. Experiences include those of educator, author, researcher, planner and architect.

Education Bachelor of Architecture, University of Minnesota Post Graduate Studies, University of Wisconsin Registered Architect: Minnesota, Wisconsin, NCARB Certificate Member, Council of Educational Facility Planners, International Member, American Institute of Architects Member, AIA Committee, Architecture for Education AIA liason to: ACET (Association for Educational Communications and Technology), OECD (Organization for Economic Cooperation and Development), AACC (American Association of Community Colleges)

Educator University of Minnesota, Minneapolis: College of Education and College of Architecture University of Wisconsin, Madison: Graduate College and College of Engineering Colorado State University, Fort Collins: College of Education University of Wisconsin, River Falls: College of Education Syracuse University, New York: School of Public Poky San Diego Community College; Mesa Campus

A uthorrResearcher “Learning Environment Applications,” United States Dept. of Education/NCR VE Benchmark Assessment of Primary and Secondary Schools, New South Wales, Australia “Learning Environments,” New Designs for the Comprehensive High School

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“School Facilities Planning and Design Guidelines,” (co-author) M N State Dept. of Education The Design Impact of the House Concept in Middle School Education,” Conference on Architecture and Education, Racine, WI “Integration of Academic and Vocational Curriculum,” National Conference on Integration, Beaver Creek, CO “New Designs for the Comprehensive High School,” International Conference on 2 I” Century Education, Raleigh, NC “Learning Environments,” New Design for the Two-Year Institutions Over 200 presentations including: OECD, AASA, SREB, CEFPI, ASBO, NSBA, AIA, COST, LETA

Project Experience School of Environmental Studies, Apple Valley, M N Oregon School District, Oregon, WI Castle Rock Middle School, Castle Rock, CO Fargo Middle School, Fargo, ND Delano Elementary School, Delano, MN Wooldand Elementary School, Eagan, M N U.S. Dept. of Ed. funded research project “New Designs for the Two-Year Institution” Traflon Science Center Expansion; Mankato State University, M N The International School of Azerbaijan; Baku Azerbaijan 8 Kingdom Schools, Saudi Arabia Multi- Function Polis, Adelaide, Australia 700,000 Person City Expansion, Utrecht, The Netherlands

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Sumant Wandrekar Personal Data S. H. Wandrekar & Associates

704 Udyag Mandir, Pitamber Lane, Mahim, Mumbai - 400 018, India 09 1-22-44583 17 / 432971 3 (Office) 09 1-22-6 183 1 77 / 6 184358 (Residence) 09 7 -22-44490 18 (Fax) E-mail: amiya Obom2. vsnl.net.in

Professional Status Architect and Educationist Founder, Trustee and Hon. Treasurer, Rachana Sansad Founder trustee, President, Model Education Society Chairman, Panvel International School Hon. Director, Academy of Architecture Hon. Director, School of Interior Design Designed housing, educational buildings, theaters, hospitals, exhibitions, interiors and furniture

Seminars &i Workshops Organized and participated in several seminars and workshops in the past 25 years on Architecture and Education throughout India. International Conferences: U.K., U.S. A., Sweden, Finland, France, Portugal, Holland Organized housing and urban design New Delhi, India; Ekists, Goa, India; U.I.A. 1 UNESCO on “Affordable Education,” Mumbai, India

Institutions Founded Academy of Architecture School of Interior Design School of Textile Design School of Applied Art School of Photography Department of Ekistic and Research Panvel International School

Professional Affiliation Royal Institute of British Architects Architectural Associate London, U.K. Fellow, Indian lnstitute of Architects Fellow of the Indian Institute of lnterior Designers Association of British Council Scholar

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Jaacov Hertz Personal &

Professional Data Born in Rotterdam, Holland, 1923. Completed architecture studies in Holland practiced with Arch. J. Van der Laan, Leiden. Immigrated with Wife Maja to Israel, 1951. Practiced with Arch. Joseph Klarwein, Jerusalem and Arch. Arieh Sharon, Tel Aviv. Established his own office in 1960 and has since been active as an independent architect. Worked as a consultant for the Ministry of Education

Projects High schools in Petah Tikva, Dimona, Ashkalon, Jokneam, Nes Ziona. Over 20 elementary schools in various towns in Israel. Faculty Building of Business Administration, Tel Aviv University. Faculty Building of Biology, the Weizmann Institute of Science, Rehovot. Master plan for Educational Systems for several towns in Israel. Founder of the Institute for the Development of Educational Facilities in Israel.

Memberships Israel Association of Architects and Town Planners Israel Association for Environmental Planning (Chairman since 1994). UIA study group for Educational and Cultural facilities.

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Jadille Baza Apud Personal Data Born in 1949

Address: Alameda 1374, 18 Floor, Santiago

Education University of Chile School of Architecture and Urbanism

Prodidence of Grenoble School General Education Graduated in 1967

1968 - 1974

Publications “Definition of an Information System,” SIPLAF, 1986 “CHILEXPO ’72, Information for the Professional Practice,” University of Chile, 1975 “Seismic Calculations for a Fifteen Story Building,” Professional Seminar, University of Chile, 1975

Professional Experience Technical Coordinator of the Department of Education, Chile, for the

consultant and the development of the project with UNESCO designated “Chilean Educational Reform: Optimizing Investment in the Educational Infrastrucutre, ” 1997 to present. Consultant to the National Technical Pedagogical Committee of the Secretary of Education of Bolivia, on the subject of strengthening the process of educational investment, UNESCO, France, 1992. Consultant for IIPE, Paris, France, 1992. Principal architect of the Department of lnfrastructural Investment, Department of Education, Chile, 199 I to present. Chairman of the Committee of Infrastructure of the project, “Improving the Quality of Education,” MECE, with financing from the World Bank, Chile, 199 1 to present. Coordinator of the Executive Committee of the Association of Participants in the Annual llPE meeting, Chile, 1990 - 9 1 Head of the Department of Planning, Studies and Projects, Department of Education, Chile, 1990 - 9 1. Member of the Supervision of Education, Department of Planning, Studies and Projects. (Presently the Division of Planning and Budgeting), Chile, 198 1 to the present. Member of the Association of Contractors of Educational Facilities, Chile, 1981. Chief Architect of the Regional Department, Department of Public Education, Chile, 1977.

Member of the National Technical Commission, responsible for the formation of the annual plan for educational construction, architectural project approval, and regional educational concerns on behalf of the Department of Education, Chile, 1977. Member of the Department of Public Education, Chile, 1976 to the present. Part-time professor at the State Technical University in the areas of supervision of civil works, construction materials, and technical drawing, Chile, 1976 - 77. Member of the Department of Trade Shows and Exhibitions of CORFO, Chile, 1971 - 75.

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Roldolfo Almeida Personal Data

Education

Professional Experiences

Nationality: Mexican Born May 30, 1936 in Mexico City Spanish mother tongue. Working languages French and English; fair knowledge of Portuguese

1957- 1961 Faculty of Architecture, UNA M I Mexico City Degree: Architect summa cum laude

Postgraduate studies in Theory of Architecture at the Ecole Nationale des Beaux-Arts, Paris, France 1992 CRA Terre, Grenoble, France: Tiaining course in production, design and construction with compressed earth blocks

1962 - 1963

1997 - Present International consultant (UNESCO, Chile, Mozambique, Mexico, Venezuela, International Institute for Educational Planning - IIEP)

Director of the Section of Architecture for Education, UNESCO, Paris, France Responsible for all the educational building and furniture projects of UNESCO, Co-ordination of the numerous activities in this field with UNESCO Regional Offices for Africa, Latin America and the Caribbean, Arab States, Asia and the Pacific and Europe Technical Monitoring and management of operational educational construction projects in several countries Organization and participation in training courses and seminars at national, regional and international level, including joint international seminars with the Working Group on Educational and Cultural Spaces of the lntemational Union of Architects Design and construction of prototypes of innovative educational and community buildings: Centers for Educational for All and centers for non- formal education, student hostels, nomadic facilities, teacher training centers Special assignments in construction and reconstruction in war areas or coming out from the war or in areas affected by natural disasters Organization and presentation of architectural exhibitions on the theme ‘Education of Man through his Architecture’

Director-General of the Regional School Building Center for Latin America and the Caribbean (CONESCAL), Mexico City

1971 - 1997

1982 - 1983

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Responsible for advisory services, organization of training caurses and seminars at national and regional level. Undertaking of studies and research activities. Publication of these studies and their distribution in the countries of the Region. Strengthening of the documentation and technical information center. Carried out joint activities in the countries of the Region with the other existing UNESCO regional centers in Mexico: CREFAL and ILCE

One of the Chief Architects of CONESCA L, Mexico City Part-time Professor at the Faculty of Architecture, UNAM, Mexico Private Architect’s office in Mexico City (private housing) 1968 Worked as architect in charge of the cultural exhibitions for the Olympic Games in Mexico City

Architect at the Centre de Rationalisation et Organisation des Constructions scolaires (CROCS), Lausanne, Switzerland Carried out educational/architectural studies on construction techniques, modular co-ordination and preliminary drawings for the first school prototype

Research architect at the Centre Scientifique et Technique du Batiment, Paris, France

Research architect at CONSECAL in Mexcio City

Professor at the Faculty of Architecture, UNA M, Mexico Private architect’s office in Mexico (private housing, schoools)

1968- 1971

1966 - 1968

1965 - 1966

1964 - 1965 1960 - 1965

Professional Associations Member of the Colegio de Arquitectos de Mexico

Member of the Working Group ‘Educational and Cultural Spaces’ of the lnternational Union of Architects (UIA) Member of the Scientific and Research Council of CRATerre and of the School of Architecture, Grenoble, France lnternational advisor to FED€ (Fundacion de Edificaciones y Dotaciones E ducativas), Venezuela UNESCO constultant

Publications and Documents List upon request

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Stefan Stefanov Popov Personal Data

Education

Professional StatudExperience

Recent Projects

Born on May 7, 1936 in Sofia, Bulgaria Address: 18 V. Pentcho Slaveikov, Blvd., 1606 Sofia, Bulgaria Email: ST-POPOV-FARQBGACE5.UACG.ACAD.BG

MS. C. in Architecture, Sofia, University of Architecture, Civil Engineering and Geodesy (UACEG) (1 954 - 1960) Ph. D. in Architecture, University of Architecture, Civil Engineering and Geodesy, Sofia (1969 - 1970)

Visiting Professor in the International Academy of Architecture (IAA), Sofia, Bulgaria since 1994. Professor in the University of Architecture, Civil Engineering and Geodesy (UACEG) Sofia, Bulgaria, since 1985 Head of First Experimental Educational Students Design Studio Department of Architecture, UACEG, Sofia, Bulgaria President of Specialized Scientific Council in Architecture at the Higher Certifying Commission of Bulgaria, since 1992 Over 38 years practicing architect in architectural design, town planning and in teaching for architecture, research in the theory of architecture. (Methodology of Architectural Design and Theory of Development of Architectural Styles).

Airport Esenboga in Ankara - international and domestic airlines (arch. competition), 1998 in collaboration with ALP architects Istambul. International Airport in lzmir (arch. competition), 1998 in collaboration with ALP architects Istambul. Market in Sofia, 1998. (arch. competition) - I1 prize Bank Hebros in Tchepelare - reconstruction. 1998 Haily-Air SAU Airport Sofia for general aviation - (arch. competition) 1998 Air Traffic Control Center - (arch. competition) Second Prize 1997 Toyota Showroom and service Sofia 1996. Mercedes Showroom, Training and Distribution Center in Sofia 1996 Reconstruction of Prado Museum in Madrid - International arch. competition, 1995. First Baptist Church Warship Center in Virginia Beach, USA, 1994 Commerce Bank in Krasnogorsk - Russia, 1993 National Bank of Bulgaria - (arch. competition), 1992

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Mountain Resort Hotel in Bansco Bulgaria (arch. competition) 1991 Hotel in Krasnogorsk - Russia 199 1 Alexandrina Library in Egypt - lnternational arch. competition 1989 Cultural Center in the town in Pleven (arch. competition) 1992 National Opera House in Sofia. International architectural competition. Third prize. Theater in Smolian (arch. competition) first prize 1980.

Publications ‘1 New Approach in Teaching Architectural Design.” Architectura No. 6, 1995, Sofia. ‘The Style Development Theory.” Architectura No. 1, 3, 6, 8 - 9, 1989, Sofia. ’The Methodology of Architectural Design.” Monography, Technika, 1983, Sofia. “Contemporary School Buildings. ” Youth and Children Cultural Centers and Libraries - over 22 publications.

Professional Presentations “A New Approach in Teaching in Architectural Design”

International Triennials of Architecture, Sofia, June 1997 Sofia UBA Nat’l Conference on the Architectural Education, Dec. 1996

‘The Future of Architectural Education in Bulgaria” Sofia UBA Nat’l Conference on the Architectural Education, Dec. 1996

“Architecture of the Future - Aesthetic Gamble or the Predetermined W a y Wiener Architecture Kongress - Nov. 1994

“A New Methodology in Teaching for Architectural Design (The Experience of the Work of Experimental Design Studio in UACEG - Sofia) International Triennials of Architecture, Sofia, June 1994

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Antonio Jose Rodriguez Subero Personal Data Born in Caracas, Venezuela on December 3, 1949

Address: Avendia San Juan, QTA, Pechocha, Urb. Santa Fe Tel: 979.96.52 0 16.276372 Esquina de Salas, Edificio Ministerio de Educacion Piso 4, F. E. D. E. Tel: 564.39.08

Education Architectural graduate from the School of Architecture at the Central University of Venezuela on December 18, 1975.

Professional Experience Work on projects including banks, commercial buildings, medical facilities,

and residences. Headquarters of the Banco de Formento Regional de Coro, ' Coro. Commercial center Cacique Mahaure, Punto Fijo. Construction details for a 90 bed hospital and a general hospital of 440 beds in Los Teques. Single family and multifamily residences in specific regions of the country and the islands of Barbados and Beque in the Caribbean, 1976 - 1982. Architect 111 in the Fundacion de Edificaciones y Dataciones Educativas,

Principal architect and manager of F. E. D. E. projects. 1985 - 1987, 1987 - 1996. Coordinator of educational projects for the Program of local Social Investment. Proinsol. Educational section financed by the Banco lnteramericano de Desarrollo. (B. 1. D.), 1990. Exhibitor for Venezuela in the "X" International Seminar on Conversion and Maintenance of Educational Facilities,'' Caracas, 1990. Coordinator for F. E. D. E. in the Convenio Mindur - F. E. D. E. in the Expansion of Educational Building Projects to be constructed by Mindur,

Coordinator for F. E. D. E. of the "Early Childhood Education" program financed by the World Bank, 199 1 - 1993, General Coordinator of the Photography Exhibition on Educational and Cultural Buildings in Venezuela which took place at the headquarters of UNESCO in Paris, France sponsored by F. E. D. E. and the School of Architecture and Urban Design at the Central University of Venezuela, 1993.

F. E. D. E, 1983 - 1985.

1990 - 1993.

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Oganizer and General Coordinator of the National Workshops in the cities of Merida, Barquismimeto, Puerto La Cruz, Ma racoy, Poriamar, Sna Cristobal and Puerto Ayacucho, 1993 - 1994.

University and Technical Experience Tutor in F. E. D. E. of the assistants of the Experimental University of

Tachira, 1990 - 1993. Speaker for Venezuela in the Project Area of the Workshop on Education Plans which took place in the Dominican Republic, 1995. Speaker at the Conference for the Hemisphere in the Educational Section for the Reduction of the Vulnerability in Social and Natural Disasters which took place in the School of Architecture at the Central University of Venezuela, September, 1997. Speaker at the VI1 lberoamerican Conference on Education in the State of Merida, September, 1997. Speaker at the Engineering Expo organized by the School of Engineering at the Caracas Hilton Hotel, October, 1997. Speaker at the IV National Congress of Education at the Caracas Hilton Hotel, October, 1997.

Publications “The Systemization in the Production of Educational Facilities,” 1995. “Construction Systems expanded by F. E. D. E. for Educational Facilities,”

“New Construction vs. Maintaining the Educational Floor Plan,” 1991. 1997.

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Janusz A. Wlodarczyk Personal Data

Education

Professional Experience

Current Work

Honors

Occupation: Architect. Born April 26, 1932 Address: Al. Niepodleglosci 184/61, Tychy 43- 100, Poland Marital Status: Married, Wife Bozena Kowalska Children: Marcin, son; Monika, daughter

Graduate, Architectural College, Techn University of Cracow, 1958 Status Tworcy (Status of the Author), 1980 D Tech SC, 1987 D Habil, 1991

Docent, Next Profesor, 1989, 1993 Dir. Institutional Housing and Public Utility Architecture, Bialystok Technical University, 1989 Visiting Professor, Warsaw, Cracow, Gliwice Technical University, 1986, 1988, 1998 Docent, Academy Fine Arts, Katowice, 1977-81 Architect, Chief Designer, St. Ofc Miastoprojekt N. Tychy, 1959-89 President School of Architecture Sect 1979 Polish Academy Science, Architectural Sect 199 1

Number of architectural designs including schools, shopping centers Author: ‘Architecture of School,” 1992; “To Live Means to Reside,” 1997; “Faces of Architecture” Number of science and popular articles on theory of architecture, and school architecture are in process.

Medal, National Education C o m m 1974 Silver and Gold Cross of Merit, 7978, 1985 Medal Sarp 1980 Honor Awards Architectural projects 1972, 1980, 1984, 1987, 1990, 1994, 1997 Sarp First Prize 1985, 1986, Third Prize 1987, 1988, All Polish School Architecture Project Review Min Buildina Prize 1977. 1993

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