Modernidad y vigencia en la arquitectura escolar de Barcelona y Valencia (1956-1968)
- Autores: Amaya Martinez Marcos
- Directores de la Tesis: Félix Solaguren-Beascoa de Corral (dir. tes.), Teresa Rovira Llobera (dir. tes.)
- Lectura: En la Universitat Politècnica de Catalunya (UPC) ( España ) en 2016
- Idioma: español
- Tribunal Calificador de la Tesis: Iñigo Magro de Orbe (presid.), Cristina Gastón Guirao (secret.), Daniel García Escudero (voc.), Francisco Burgos (voc.), Robert Terradas Muntañola (voc.)
- Programa de doctorado: Programa Oficial de Doctorado en Proyectos Arquitectónicos
- Materias:
- Enlaces
- Tesis en acceso abierto en: TDX
- Resumen
This thesis investigates how school building architecture was developed according to modern principles between 1956 and 1968 in the Mediterranean area (Barcelona and Valencia) as a response to the relationship between form, function and location. Firstly, the proposed introduction of school architecture is contextualised with the introduction of the avant-garde, through debate and models for the urban schools proposed by GATEPAC. This introduction was delayed for over two decades because of a failure to construct schools at the national level. In the early 1950s, international acknowledgement of this schooling problem led to the creation of the UIA´s School Buildings Commission. The commission, working closely with UNESCO, had an essential role in establishing the principles that remain enshrined in the 1958 School Buildings Charter, influencing the implementation of MEN´s 1st National School Construction Programme launched in 1956. This plan attempted -using competitions such as project-type for graduate schools- to resolve the shortage of schools nationwide. This research concerns the adaption of two typical projects for warm climates: Fernández-Huidobro and Pintado Riba´s proposal for schools groups included in Valencia´s flooding plan; and Vázquez de Castro´s typical project for three school groups in Terrassa. However, it was the private sector, supported by state aid, which generated an ideal opportunity for the modernization of school space. Many private schools were built on both territories, of which the most relevant, from a propositional and an aesthetic sense, were selected as examples of architectural modernism. These are schools which are of interest both for the precision and rigour of the buildings and for the presence of clearly modernist features: In Barcelona such achievements were exemplified by the Barcelona Swiss School (1961-67) by the architect R. Terradas; Betània-Patmos School (1963-68) by the team Giráldez, López-Íñigo and Subías; Bell-lloc Residential School (1964-68) by Baldrich; and Aula European School work of the architect G. Cosp. In Valencia, Guadalaviar Kindergarten and School (1957-61) by the Asturian architect F. Martínez García-Ordóñez; Valencias´s German School (1958-61), by Becker and Weise in collaboration with the valentians Navarro and Trullenque; Purity of Mary School (1962-71) by Lleó Serret; and El Vedat School (1966-76) by architects Valls Abad y García Sanz, are the most important examples. Eight sets of schools were studied from their origin using period drawings, reports and images, thus enabling the principal decisions taken for the development of each project to be determined, complemented by contextualization for each author. This initial approach allowed a second comparative analysis to be performed, recognising the formal values of their architecture from four aspects: the site planning strategy, the articulation of volumes and creation of outdoor spaces, the implementation of space in the classrooms and environmental control systems in response to climate. This allows the exposition of formal resources which, according to modernity principles, have created a school architecture which characterises the essential common aspects of Spanish Mediterranean school architecture. Formal resources under a new concept created an architecture that is recognised as exemplary and continues to be valid today. This validity continues because of its continuity and adaptability to new requirements
