Let’s do it together:
A Classroom for Bam’s Orphans
In December 26th, 2003, a strong earthquake struck the city of Bam in Iran. The city, world famous for its citadel and historic city constructed in clay and listed as UNESCO world heritage, was largely destroyed. More than 25.000 people died as a consequence, and those who survived had mostly not only lost their home and belongings but as well brothers, sisters, friends, relatives and/or parents. Among the severest situation the surviving children had to face, whose entire future seemed to have been wiped out in just some few moments.
Partner-School “Mehr-Danesh”
The institute “Mehr-Danesh” was founded to help these children, who have least means to reestablish a sense of normality. Being neither an orphanage nor a school, it tries to fill the gaps which none of these institutions can fill. Here children find help with homework, support in official issues, and mostly simply something like a home. Influenced by the teachings of Maria Montessori the children are lead to develop as independent personalities aiming to give them the possibilities to live a joyful live despite of what has happened. Based on voluntarily participation several projects are offered. In projects like gardening, cooking, farming, etc. it is important for the teachers to convey particularly the traditional knowledge which developed through many generations and is well suited to the given climate. In the five years which have passed since the earthquake “Mehr-Danesh” has become a big success with increasing number of children. With now 115 children attending it has by far outgrown of what can be accommodated. The need for bigger facilities is urgent. Recently a donation has granted “Mehr-Danesh” with a new site in the vicinity of the ancient part of the city. What misses is a new building. With our classroom design we would like to propose an exemplary unit in accordance to the institute’s mode of teaching and learning. We would like to make this the pupil’s projects; letting them participate in designing and building their own new school.
Interacting with Students and Teachers
Interviews with teachers helped us getting to know their principles of teaching and the environment they believe this can be successfully conducted. This included precise architectonical features like mazes or climbing walls which can facilitate the pupil’s development. Based upon consultations with the teachers we designed a one week workshop for the institute's children. On the one hand we conveyed a basic understanding about design and construction (for more information: Student Feedback Documentation); on the other hand we were able to understand the pupil’s personal needs and wishes. The classes are continued by the teachers and should lead to practical application in the building process of the classroom. We assembled a small film documenting our interaction with the students. Please check it out: http://www.youtube.com/watch?v=nVimF8Rlozs
Designing the Classroom
The coming together of our experience and observations with the “Mehr-Danesh” Institute and its place Bam gives the design a very particular set of ingredients which we want to incorporate:
1)The building needs to withstand a possible natural catastrophe.
2)The construction method should be local using material, which is easily accessible, relatively cheap and well engrained into the context.
3)If children were to be involved into and learn from the construction process it should be easily processable and placable.
Construction Material
Visiting the reconstruction works in Bam’s citadel and historic city we had the chance to learn about the processing of the region’s most common construction material: clay. Most buildings were constructed with adobes (sun-dried earth blocks). Adobes are made by local workers in few simple steps with a technique easy enough to be learned and partly carried out by children. One adobe unit is relatively light making possible that the students can be thoroughly involved into the construction process. As building with adobes has a long tradition in Bam skilled workers, which are able to teach and supervise the construction are at hand. The use of local materials and craftsmanship supports a region in need and is relatively cheap. Another major advantage of adobes is the thorough research which has been conducted accompanying the reconstruction of the citadel. In order to ensure stability in a possible future earthquake traditional techniques have been revised and improved by nets and ropes of palm tree fibers, which can be easily assembled by local workers and withstand termites. Where traditional construction showed weakness we combine the adobe structure with modern materials. Reinforced concrete is used for the foundation and the supporting ringbeams of the vaults.
Of importance for the teachers was to try to incorporate street children into the institute, which are mostly outside any institutional influence and teach them simple techniques to improve their lives. They usually earn their living by collecting and selling waste. In the classroom we use waste materials like glass bottles and caps as construction material and hope to involve street children.
The Design
The starting point for the design was the conversations with the teachers and a close observation of the children’s life in the current school. Especially the exercises with them like drawing their “dream school” gave clues of how they define space. In our observation we found that children are favoring places which are proportionally closer to their personal scale. For instance, usually they choose the corners of the building, when they want to play alone or like to hide under the tables. While incorporating the structural possibilities we decided to design a geometrical simple, vaulted classroom space, in which the official part of the lesson will take place. On one side it can be opened by two large turning doors to the outside garden. The main space is framed by a perforated mass of walls, which are structurally and functionally serving the main space. Here are arranged small rooms with different spatial sensations and functions in proportions which refer to children. These spaces can be used for playing, resting, personal storage, etc. Simple additions like movable shelves, doors and jalousies allow the pupils to alter the spaces and to create their own favorite corners. The “windcatcher” outside the classroom does not only provide fresh air but serves as playground with features assisting the children’s kinesiologic development.
This exemplary classroom will be embedded into a larger structure of spaces which serve the respective functions. We would like to give the children and teachers the possibility of changing between large transparent and smaller scaled spaces with a multiplicity of rooms and paths.
Climate
The climatic conditions can be very extreme in Bam. As traditionally common we used thick adobe walls, with favorable climatic effects. The thick walls store heat and provide a comfortable inside climate. The roof is particularly insulated by a double layered vault with cavity and a layered roof structure.
The classroom’s main opening is towards south, in the winter the sun shines directly inside, in the summer a removable shading structure prolongs the vault preventing direct sunlight to enter the classroom.
The favorable wind direction for ventilation is North-South. A traditionally used “windcatcher” provides the classroom with fresh air, which is cooled and cleaned by evaporated water.
