Aluminium Classroom Tables

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Little Tiger is a Chinese immersion school, suitable for pre-school, kind and low basic education. It is located in a residential area in Central

. After full operation in the converted residential bungalows and part of the adjacent church, the school added a new one-room classroom structure to create a small campus and increase enrollment. This project uses

The development specifications for compatible applications (such as community schools) applicable to residential areas create a more diverse urban structure in typical single-family residential communities.

The new building is located behind the existing bungalows from the 1940s, behind the residential area, adjacent to the adjacent church. The Little Tiger activity takes place in all three buildings, so it is important to create a community and campus atmosphere by placing new classroom structures. The 735 square foot structure occupies the rear of the school property and creates a small courtyard between the existing building and the new building.

Compatibility setbacks stipulated by the development norms have created larger yards in the north and provided larger open spaces for outdoor activities. A large, low window faces the courtyard, connecting the classroom to the adjacent green space. The overall result is an eclectic campus with various building types connected by informal outdoor spaces and sidewalks. The building itself is inspired by the historic American one-room school building-the iconic gable form, rectangular footprint, clock tower and single classroom space. Its size and proportions are tailored to the main occupants, who are all under 4 feet.

The gable-shaped eaves are very low and can reduce the size of the building (adults can easily touch the cantilever of the roof). All windows in the classroom are children's height. The long and low windowsill along the north wall doubles as the reading corner and built-in bench. The external material palette is made of white painted cement board and metallic paint, which suits the surrounding environment and the existing campus aesthetics.

The main classroom is a separate arched space that can accommodate 12-15 students. Continuous skylights along the top of the roof provide plenty of daylight, and a series of deep and shallow vertical light guides ease the strong sunlight in Texas. At certain times of the year, a small patch of sunlight hits the floor: at all other times, the light is diffuse and indirect. Since the property is a residential area, the homeowner wants to choose to restore the school building to residential use.

This will be taken into consideration when designing new structures. With just a few adjustments, the building can serve as an auxiliary residential unit. The toilet room can be combined to form a complete bathroom, the small kitchen can be transformed into an efficient kitchen, and the utility room loft can be used as a sleeping loft. In order to minimize the number of renovations, utility connections that may be used in the future have been installed and closed. In addition, the south-facing roof also provides a connection device for future solar cell arrays.

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(CLTH) envisioned a new classroom design method when the school reopened due to the relaxation of the British confinement measures. London's architectural practice released an innovative concept "to help ease the restricted circulation routes within the school and maintain the necessary social distance between students and staff."

With the announcement of the British government's plan to reopen elementary schools from June, CLTH has addressed the challenges of social isolation and safety in these institutions. In fact, the proposed proposal is a temporary vision aimed at "helping to liberate the existing internal school space, reducing the burden on students of the circulation area, and at the same time increasing the airflow that contributes to personal well-being."

Considering how the school will return to normal after our children are locked, my partner Marianne Christiansen inspired me to consider outdoor learning. Danish schools have adopted a tent-like structure for classroom teaching. — CLTH Director Wayne Head

In order to propose an architectural response, CLTH’s concept was based on preliminary research and analysis conducted by its team, and generated “a series of pop-up structures similar to tents, each of which follows the two-meter social distance rule and is adapted to different classroom settings. Adaptability".

Then, under the leadership of my colleague Simon Bumstead, our educational design team conducted a series of studies and proposed the use of large tents usually used during festivals to transfer part of the teaching resources to temporary structures In the idea. […] This is by no means our answer to the appearance of the classroom in the future. We want to use this as a catalyst for further discussions and rethink how to design and use schools.

. -CLTH Director Wayne Head

The project uses tents and portable bathroom facilities as well as renewable energy sources (such as PV arrays and solar vacuum tubes) for hot water heating, with the goal of using existing resources that were not used during the pandemic. In addition, faculty, staff and students will be encouraged to establish a clockwise movement inside and outside the building to avoid crossing. This simple and adaptable concept can be applied to different outdoor environments, thus encouraging new practice in public places. In fact, the concept suggests opening streets to people, maximizing the use of residential areas, and encouraging safe community integration.

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"Schools are a pleasant and fulfilling part of life. Students can safely explore their true north"-Read the vision of The Northstar School, an advanced institution established to change the educational ecosystem. The client's initial profile was that a very important part of each child's experience at Northstar is architecture. The project is located at the southeast corner of 17.8 acres of barren land, adjacent to the campus of RK University, at

-Bhavnagar highway.

Semi-arid climate in northwest India, dusty but windy local conditions, 20-30 days of Indian monsoon

RK University’s STP water supply and influential contextual indicator. A general master plan was conceived, which integrated three development stages, of which only the first stage was constructed. Open corridors, building direction and future development have been incorporated into the master plan. The key functions are located on the first and second floors to make the building space child-friendly.

The main purpose is to find a way to learn with nature. The basic unit of a school is the classroom. Therefore, the design process started with programming a classroom module with cross ventilation, one's own private garden and an open garden yard. The module is iterated from one part to the whole part. Between the two classrooms is a larger garden, which is easy to monitor, has performance space and class preparation.

Taking inspiration from the stepped wells in Gujarat, the central courtyard connects all the spaces within each module and replicates them at various stages. This central stepped and vegetation courtyard can be used as a large gathering place, as a multifunctional space and circulation place. The stage is integrated into the green pockets in the yard, among the creepers and vines, which are used by children or employees to perform.

Thanks to the efforts of the structural engineers, the assembly on the second floor is placed on the next floor lightly and accommodates a multi-functional hall that can accommodate 250 people. When people walk along the main entrance walkway with high canopies, the structure visually creates an atmosphere.

The second skin-Jalli on the ground floor and the ambitious crawler on the first floor have been planned to be used on all floors to provide natural light, shield dust and provide safety. When exploring the materials of the façade, the standard is to make it available locally, have a simple tone, reflect the characteristics of the institution and be economical. Bella is a natural hard limestone with a terracotta color that has been used to integrate architectural forms with the existing environment.

The architectural design of The Northstar School has been planned. With the age of the building, the landscape has brought more life to the space, so it has ownership. Currently, an Indian owl is living in an unused truncated tube, the Gulmuhar tree has laid a red carpet for the main pedestrian passage, and Northstar's gardening program makes learners aware of the importance of flora and fauna. Northstar's design is based on the idea of ​​exploring contemporary design with local materials, using regional references to define architectural forms and finding simple solutions to complex design problems.

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