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Dutch Schools in the 20th Century: Continuing Development
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This paper provides a history of Herman Hertzberg s innovative learning environment designs during ...... More...
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Paper Abstract:
This paper provides a history of Herman Hertzberg’s innovative learning environment designs during the Structuralism movement in architecture during the 1960s, and how his designs for these schools reflect ideas from his predecessors including Willem Dudok, Johannes Duiker, and van Eyck.
Paper Introduction:
Dutch Schools in th Century Continuing Development Introduction Herman Hertzberger is most strongly associated with the movement inarchitecture that arose in the s following the innovations of JohannesDuiker and Aldo van Eyck known as Dutch structuralism Hertzberger wasalso influenced by the ideas of Willem Dudok who believed that schooldesign should reflect schools as a place of joy Architectural Review Duiker believed architecture could help fashion a utopian society and schools were an integral part of that as the primary learningenvironment for society\'s
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The dense population of Randstad gave Hertzberger the ideafor building homes on water. Until this time, students sat in enclosed spacesisolated from others and facing the teacher, but Hertzberger's designushered in a new pedagogy that was more social (See Photo Two). However, the flexibledesign and articulated sense of community show the influence of van Eyck onHertzberger, particular his designs for the three Neagele Schools. Hertzberger's design for the Primary School DeVogels is highlyinnovative and extends his focus on creating communities as well aslearning environments (See Photo Five). Hertzberger grew up exposed to the ideas of these three architectsrepresenting the Amsterdam, De Stijl, and Functionalism/Nieuwe BouwenSchools of architecture collectively. Interacting with students of different backgroundsand beliefs broadened student's minds and allowed them to come toconclusions about their own believes and mentality." This achieves one ofHerman Hertzberger's central tenets of design: that learning spaces shouldfoster and encourage greater understanding. The same theory was used by Hertzberg in his design for theMontessori School's open or "in-between" spaces which connected it to thelarger community. Oxford, U.K.: Architectural Press, 1997.Skjold, Annemarie. Hertzberger was masterful atobserving buildings and the relationships of their occupants to createinnovative designs that would achieve this goal. The Montessori school was formerly an office building. The Montessori school, designed in 196 , is designed by Hertzbergerto provide a framework that "combines the notion of space with humanintellect." The unique structure and design of the Montessori's classroomand communal spaces were able to "accommodate every thought, intention, andprogram of the students and teachers" (Stewart 5). He achieved this with the Montessori School. This is true even in areas not relatedto academics, such as the cafeteria of one school designed by Hertzbergerthat has been adopted as a model by many other schools (See Photo Four).Basically, the simple design of the Montessori School is repeated here,with the tables acting as the houses (classrooms) and the aisle-waysserving as a street (hall). This area is bordered by wooden steps of different heightswhere students congregate for any number of social or personal activities.As Stewart (1 ) describes the experience, when Hertzberger saw this spacein use "he described it as a 'beehive' or 'theater.' The action that tookplace here was like no other. The Montessori school definitely incorporated some of the elementsand ideas of design in both Dudok's Geranium School and Duiker's Open-AirSchool (See Photo One). Like the amphitheater in the Apollo School and thecentral social space in the Montessori, Stewart (8) argues that "thecentral space was necessary for the students to have a healthy mental andspiritual development. Lessons for Students of Architecture. Stewart (1 ) explains that "byincorporating a large roof terrace in the design, Hertzberger allowedstudents to gather in more than one place outside in the fresh air."Showing he always had one eye on the future and changes in needs for space,Hertzberger also designed this feature into the college improvements toaccommodate any need to expand. Hertzberger (74)had little time for those he felt exhibited "fake creativity." His keenobservations revolved around how people used and interacted with spaces andwhat their needs might be to create a more functional structure.Hertzberger explains his creative process that shows his high degree offunctionalism in learning environment designs: The problem is that you have certain moments when many children have to pass through, the problem also is that sometimes you have a small number of people waiting, the problem is that sometimes it rains and then it is not very nice to sit there. For instance, in the playground area Hertzberger fashioned large undefinedblocks that children could use for any purpose their imagination couldfigure. "Tomorrow's Floating Homes: Part House, Part Boat, Part Offshore Rig." Futurist, 37(3). Design in Mind. http://www.greatbuildings.com/architects/ Bijvoet_and_Duiker.htmlCohn, David. Rotterdam, The Netherlands: Uitgeverij, 1991."Kees Christiaanse." Basisschool Primary School, 2 7, 1-3.Lawson[1], Bryan R. For schools, Hertzbergerbelieved in the ideas of Dudok, Duiker, and van Eyck that schools should beenvironments that encourage healthy development and socialization. The prototype features three floors, floor-to-ceiling glass walls, outdoor terraces on each level, and provides access toshore via an 8-meter long gangway (Barreneche 12). Hertzberger arguesthat the variety and flexibility of spaces in this school are particularlyimportant because of the numerous "foreign-born" children among its studentbody (Cohn 1). Greater learning and understanding was fostered by greater socialinteraction. (Lawson[2] 42) The designs for Hertzberger's schools demonstrate his central tenetof architecture: that architecture should provide a spatial framework thatinvites those who use the space to occupy and in essence complete thebuilding. Accessed 16 November 2 7. "Primary School DeVogels." Accessed 16 November 2 7. http://archrecord.construction.com/projects/bts/ archives/K- 12/DeVogels/overview.asp, 1-2.Hertzberger, Herman. He believed the entrance should be more than afunctional portal but also offer a form of "welcome" to the childrenarriving and to those who might wish to linger after school (Hertzberger33). As Stewart(3) notes, "Classrooms were organized around a central space. One might label this tenet "user-friendly" architecture but alsoarchitecture that invites occupants to reshape and define their ownrelations in the context of the space. In the late 198 s Hertzberger turned his attention to other creativeand innovative architectural pursuits outside of the educationalenvironment. This innovation has beenenthusiastically adopted by many school architects ever since. The home rotates totake advantage of solar power and heating/cooling control. Despitehis intentional definition of most spaces in the school, they remainedrelatively flexible to allow the occupants to shape or finish the building. Smaller corridors and blocked out areas also allowstudents to do work outside of the classroom. Dutch Schools in 2 th Century: Continuing Development Introduction Herman Hertzberger is most strongly associated with the movement inarchitecture that arose in the 196 s following the innovations of JohannesDuiker and Aldo van Eyck known as Dutch structuralism. In this regard, at the top of the centralamphitheater space was the teacher's workroom which was open and invitingso students would feel welcome there and to help build teacher-studentrelationships. As Stewart (11) explains,"Hertzberger's schools also helped accommodate a new method ofteaching...Hertzberger successfully created schools where both children andfaculty could be surrounded by each other." In this sense, his works werea true and concrete realization and extension of van Eyck's core beliefthat school design should promote healthy development.Works CitedAish, R. This for me is creativity, finding solutions, and the wrong kind of creativity is that you forget about the fact that sometimes it rains, you forget that sometimes there are many people and you just make beautiful stairs from the one idea you have in your head. Other architects were heavily influence byHertzberger's designs, including Akelei Hertzberger who designed theBasisschool Anne Frank in ways that clearly show the city-like, open, andflexible design influence of Hertzberger (Kees 1). Then you say well given all these things, the stair should not be too small, should not be too large, it should be covered over, it should not be...and so on. Hertzberger's primary structure for learning environments was tocreate a school that represented the community at large to enhancesocialization. Thecommunal area of the Montessori College at Oost was designed byHertzberger. Body Creatively, Hertzberger's structuralism was not only innovative forlearning environments, but it was extremely functional. In anironic twist, however, Hertzberger's school designs were not only ones thatinvited the user to occupy them, but the occupants themselves were changedby the structures which they completed. Hertzberger wasalso influenced by the ideas of Willem Dudok, who believed that schooldesign should reflect schools as "a place of joy" (Architectural Review238). The streets show the continued use ofdesign elements from Hertzberger's Montessori design, while theamphitheater space is representative of his later work. Building relationships withadults was also central to healthy socialization and development inchildren, in Hertzberger's view. PHOTOSOneGeranium School - DudokOpen Air School - Duiker TwoMontessori School Delft[pic]ThreeApollo School FourInterior of a Hertzberger School[pic]Five|Primary School DeVogels ||[pic][pic][pic] ||Photography © Duccio Malagamba ||[pic] | Six[pic] Three views of prototype Watervilla built in Middleburg, Netherlands. Located in Middelburg, Holland, Hertzberger developed sixwatervillas. Duiker believed architecture could help fashion a "utopian society,"and schools were an integral part of that as the primary learningenvironment for society's young minds (Bijvoet 1). Hertzberger would especially expressand extend the ideas of these influences in his school designs, which wouldhelp revolutionize not only public school space but also teacher-studentinteraction. Flexibility related to future change is a key component inHertzberger's design, with the architect aware that needs for spaces changeover time. In the198 s, Hertzberger created an even more flexible design with the ApolloSchool, a combination of two distinct schools with two distinct educationalsystems. This spacerepresented the larger community and it was here where a school became asmall world within a larger one. Hertzberger's main tenet of architectural design, creating a spatialframework that invites the user to occupy and complete the building,influenced many architects and reshaped notions of public spaces. Oxford, U.K.: Butterworth Architecture, 1994.Lawson[2], Bryan R. The simple, rectangular room is sparse with recessedlighting and floor to ceiling windows with tables criss-crossed likestreets and avenues. In this case Hertzberger literallycreated a community with the Primary School being situated at the arc of acrescent curve that also includes 32 adjacent row houses (Cohn 1). The ApolloSchool is filled with light throughout the day as the central space isnearly transparent and glass skylights flood even its recesses with light.Duiker was influenced by Frank Lloyd Wright, whose designs used and mergedwith nature in any number of innovative ways. In this structure, Hertzberger arranged all the classrooms aroundan interior space that serves much like an amphitheater from Ancient Greece(See Photo Three). Conclusion The later development of Hertzberger shows a movement away from theideology embraced by the architecture of Johannes Duiker and increasedmovement toward the ideology underlying the architecture of Willem Dudok.As Stewart (11) notes, "Hertzberger allowed the main central space toremain as the pivotal arena for students to socialize and grow mentally.However, the transparency, the link between the interior and exterior thatDuiker had established to create healthy environments was not as stronglypresent." Hertzberger's school designs were innovative and successful inthe world or architecture and as the "living" spaces he intended to createa framework for in his work. A conclusion willaddress Hertzberger's lasting influence on architecture and its influenceon pedagogy in education. True to his ideas and ideology of living spaces; however,Hertzberger's prototype design for a "watervilla" permits the occupant toharness the forces of nature to make efficient use of energy (See PhotoSix). 38-4 ."Sluijmer & van Leeuwen." Brode School, 2 7, 1-4.Stewart, Ketti. Hertzberger believed students need spaces of interaction forenhanced development and socialization opportunities at school. Sluijmer and vanLeeuwen were also influenced by Hertzberger's learning spaces and advancedsome of his ideas in the Brode School design. This analysis will review Hertzberger's design of Legacyschools to show these ideas at work in his architecture. "Hertzberger's Watervilla Prototype Pushes Dutch Houseboat Design to New Levels." Architectural Record, 191, 12-13."Bijvoet and Duiker." Great Buildings Collection. As withschools, Skjold (38) says of the home that "Hertzberger has revolutionizedthe traditional houseboat in a sleek, eco-sensitive, and ingenious design." One might say this innovative home is reminiscent of the designs of FrankLloyd Wright who was a significant influence on Johannes Duiker. While students were using this space andinteracting with each other, they were also establishing a relationshipwith a varying culture and world." One innovation that shows a touch inspired by Frank Lloyd Wright'sstyle of architecture was Hertzberger's efforts to rid the framework of anyboundaries defining interior or exterior. Duiker understood theimportance of architecture serving to enhance children's health, and vanEyck firmly believed that architectural spaces should "encourage children'sminds to grow" (Stewart 2). How Designers Think. This is not real creativity, it is fake creativity. Once more, community is created but so isflexibility and the need for cross-routing that help children buildrelationships. In this sense, the undefined use of space permitted "children toplay a role in shaping their environment" (Stewart 6). "Dutch Architecture: The Enduring 2 th Century Legacy: Phase Two." 2 December 2 1, 1-11. "Prospects for Design Participation." Design Methods and Theories, 11, 1977, 18-27.Architectural Review, 115, Jan-Jun 1954, 685-69 .Barreneche, Raul. Showing his openness and flexibility of design, the classrooms aredesigned with wide sliding doors that draw small group activities out intothe corridor "streets" (Cohn 1). Histechniques of social design are as "pertinent as ever," Cohn (1) says ofthe seventy-one-year-old Hertzberger at the time of the Primary Schooldesign. Continual contact among the students andteachers was important to a healthy life." The basic structure promotedcross-routing of individuals to increase socialization rather than confineindividual members of the school "community" to solitary spaces. The design of the interior of many schools designed by Hertzbergerdemonstrates the cross-routing and a purposeful sense of communityarticulated in his learning spaces.
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