kef. 0 23-04-2003 12:28 ™ÂÏ›‰·4
Contents
¶ÂÚȯfiÌÂÓ·
Acknowledgements
6
∂˘¯·ÚÈÛٛ˜
Preface
9
¶ÚfiÏÔÁÔ˜
14
∂ÈÛ·ÁˆÁ‹
Introduction
PART I. Texts
4
ª∂ƒO™ I. ∫›ÌÂÓ·
1. Brief overview of how a school
building is produced
The primacy of SBO
20
22
1. ªÈÎÚ‹ ÂÈÛÎfiËÛË Ù˘ ·Ú·ÁˆÁ‹˜
ÙÔ˘ Û¯ÔÏÈÎÔ‡ ÎÙÈÚ›Ô˘
∏ ÚˆÙÔηı‰ڛ· ÙÔ˘ O™∫
2. Educational intentions, Design intentions
The ‘school-oriented’ library
The ‘open’ library
Shapes convey ideas (1)
Rigidity / Flexibility
Shapes convey ideas (2)
The significance of the Library Location
26
30
32
35
37
39
42
2. ¶·È‰·ÁˆÁÈΤ˜ ÚÔı¤ÛÂȘ, ™¯Â‰È·ÛÙÈΤ˜ ÚÔı¤ÛÂȘ
∏ «Û¯ÔÏÈÎÔÔÈË̤ÓË» ‚È‚ÏÈÔı‹ÎË
∏ «·ÓÔȯً» ‚È‚ÏÈÔı‹ÎË
Δ· Û¯‹Ì·Ù· ÌÂٷʤÚÔ˘Ó ÙȘ ȉ¤Â˜ (1)
∞ÓÂÏ·ÛÙÈÎfiÙËÙ· / ∂˘ÂÏÈÍ›·
Δ· Û¯‹Ì·Ù· ÌÂٷʤÚÔ˘Ó ÙȘ ȉ¤Â˜ (2)
∏ ÚˆÙÂ‡Ô˘Û· ÛËÌ·Û›· Ù˘ ı¤Û˘
3. The objectives, the functions
and the space needs
From planning to design
The ‘official’ example
Multiple standardization
Naming spaces
Fluid magnitudes
A proposal for the shell
44
46
50
52
55
59
62
3. OÈ ÛÙfi¯ÔÈ, ÔÈ ÏÂÈÙÔ˘ÚÁ›Â˜
Î·È Ô ¯ÒÚÔ˜
∞fi ÙÔÓ ÚÔÁÚ·ÌÌ·ÙÈÛÌfi ÛÙÔ Û¯Â‰È·ÛÌfi
ΔÔ «Â›ÛËÌÔ» ·Ú¿‰ÂÈÁÌ·
∏ Ù˘ÔÔ›ËÛË ÛÙÔ ÔÏÏ·Ï¿ÛÈÔ
∏ ÔÓÔÌ·ÙÔ‰fiÙËÛË ÙˆÓ ¯ÒÚˆÓ
Δ· Ú¢ÛÙ¿ ÌÂÁ¤ıË
M›· ÚfiÙ·ÛË ÁÈ· ÙÔ Î¤Ï˘ÊÔ˜
4. Furniture as space
‘Open’ furnishings
‘Accordion’ furniture
‘Drawer’ furniture
Variable structures
66
68
70
71
73
4. ∏ Â›ψÛË ˆ˜ ¯ÒÚÔ˜
∏ «·ÓÔȯً» Â›ψÛË
∏ Â›ψÛË-·ÎÔÚÓÙÂfiÓ
∏ Â›ψÛË-Û˘ÚÙ¿ÚÈ
ªÂÙ·‚ÏËÙ¤˜ ‰Ô̤˜
5. The Library: a space for
Communication and Information
76
5. ∏ ‚È‚ÏÈÔı‹ÎË: ¯ÒÚÔ˜
ÂÈÎÔÈÓˆÓ›·˜ Î·È ÏËÚÔÊÔÚ›·˜
kef. 0 23-04-2003 12:28 ™ÂÏ›‰·5
PART II. Case Studies
ª∂ƒO™ II. ¶·Ú·‰Â›ÁÌ·Ù· – ∂Ê·ÚÌÔÁ¤˜
6. ∫·ÙËÁÔÚÈÔÔ›ËÛË ÙˆÓ ·Ú·‰ÂÈÁÌ¿ÙˆÓ
¶·ÚÔ˘Û›·ÛË
A. ÃøƒOπ-∫∂§Yº∏
∞1. ¶ÂÈÚ·Ì·ÙÈÎfi §‡ÎÂÈÔ ª˘ÙÈÏ‹Ó˘
∞2. °˘ÌÓ¿ÛÈÔ μÔÏÈÛÛÔ‡ Ã›Ô˘
∞3. ∂. §‡ÎÂÈÔ ∫‡Ì˘ ∂‡‚ÔÈ·˜
84
6. Grouping and presentation of
the Case Studies
90
92
94
A. SHELL SPACES
A1. Mytilini-Lesbos Experimental Senior High School
A2. Volissos-Chios Junior High School
A3. Kymi-Evia Senior High School
96
98
100
102
104
B. ROOMS - CLASSROOMS
B1. Kampos-Chios Junior High School
B2. Gera-Lesbos Senior High School
Ba. Type A of MNERA Specifications
Bb. Type B of MNERA Specifications
Bc. Type C of MNERA Specifications
C. ÃøƒOπ ª∏ ΔÀ¶π∫OI
C1. 1Ô Δ¯ÓÈÎfi §‡ÎÂÈÔ Ã·ÏΛ‰·˜
C2. 1Ô ∂. §‡ÎÂÈÔ Ã·ÏΛ‰·˜
C3. 7Ô °˘ÌÓ¿ÛÈÔ ƒfi‰Ô˘
C4. ∂. §‡ÎÂÈÔ ™¿ÌÔ˘
C5. ∂. §‡ÎÂÈÔ ª‡ÚÈÓ·˜ §‹ÌÓÔ˘
106
110
112
114
116
C. NON-TYPICAL SPACES
C1. Halkida-Evia 1st Techn. S. High School
C2. Halkida-Evia 1st Senior High School
C3. Rhodes 7th Junior High School
C4. Samos Senior High School
C5. Myrina-Limnos Senior High School
¶·Ú¿ÚÙËÌ· 1
™¯¤‰È· Â›ψÛ˘
118
Appendix 1
Furniture drawings
¶ËÁ¤˜ ÂÈÎÔÓÔÁÚ¿ÊËÛ˘
124
Source of figures
¶›Ó·Î·˜ ™˘ÓÙÔ̇ۈÓ
125
Acronyms used
∂ÈÏÂÁ̤ÓË μÈ‚ÏÈÔÁÚ·Ê›·
126
Selected Bibliography
B. ∞π£OÀ™∂™-Δ∞•∂π™
μ1. °˘ÌÓ¿ÛÈÔ ∫¿ÌÔ˘ Ã›Ô˘
μ2. ∂. §‡ÎÂÈÔ °¤Ú·˜ §¤Û‚Ô˘
μa. Δ‡Ô˜ ∞ ÚԉȷÁÚ·ÊÒÓ À¶∂¶£
μb. Δ‡Ô˜ μ ÚԉȷÁÚ·ÊÒÓ À¶∂¶£
μc. Δ‡Ô˜ ° ÚԉȷÁÚ·ÊÒÓ À¶∂¶£
5
[απόσπασμα]
1
Brief overview of how
a school building
is produced
ªÈÎÚ‹ ÂÈÛÎfiËÛË
Ù˘ ·Ú·ÁˆÁ‹˜
ÙÔ˘ Û¯ÔÏÈÎÔ‡ ÎÙÈÚ›Ô˘
WHAT IS the general educational framework in
¶OπO ∂I¡∞π ™Δ∏¡ ∂§§A¢∞ ÙÔ Û¯ÔÏÈÎfi Î·È ÁÂÓÈÎfi-
Greece within which it is directed that 500 libraries
ÙÂÚ· ÙÔ ÂÎ·È‰Â˘ÙÈÎfi Ï·›ÛÈÔ Ì¤Û· ÛÙÔ ÔÔ›Ô Î·-
are to be integrated into secondary schools all at
ÏÔ‡ÓÙ·È Ó· ÂÓÙ·¯ıÔ‡Ó ÌÂÌÈ¿˜ 500 Û¯ÔÏÈΤ˜ ‚È‚ÏÈÔı‹-
once, with the prospect of this figure doubling in
Θ ÛÙË ¢Â˘ÙÂÚÔ‚¿ıÌÈ· ÂÎ·›‰Â˘ÛË; ªÂ ÚÔÔÙÈ΋
the immediate future? What is the accumulated
Ì¿ÏÈÛÙ· Ó· ‰ÈÏ·ÛÈ·ÛÙÔ‡Ó ÛÙ· ·Ì¤Ûˆ˜ ÂfiÌÂÓ·
experience that will support these libraries and
¯ÚfiÓÈ·; ¶ÔÈ· Â›Ó·È Ë Û˘ÛÛˆÚÂ˘Ì¤ÓË ÂÌÂÈÚ›· Ô˘
what traditions of operation and practice will they
be enriching?
These questions are more literary than
substantial, since the picture of Greek schools
shows very few active libraries. The space
earmarked for libraries in the schools built during
the past 20 years is usually used to cover the
ÎÙÈ΋˜ ¤Ú¯ÔÓÙ·È ÔÈ Ó¤Â˜ ·˘Ù¤˜ ‚È‚ÏÈÔı‹Î˜ Ó·
ÂÌÏÔ˘Ù›ÛÔ˘Ó;
Δ· ·Ú·¿Óˆ ÂÚˆÙ‹Ì·Ù· ηٷϋÁÔ˘Ó ÙÂÏÈο
Ó· Â›Ó·È ÂÚÈÛÛfiÙÂÚÔ «ÊÈÏÔÏÔÁÈο» ·Ú¿ Ô˘ÛÈ·ÛÙÈο, ·ÊÔ‡ Ë ÂÈÎfiÓ· Ô˘ ·ÚÔ˘ÛÈ¿˙ÂÈ Ë ‚È‚ÏÈÔı‹ÎË
ÛÙÔ ÂÏÏËÓÈÎfi Û¯ÔÏÂ›Ô Â›Ó·È Û ·‰Ú¤˜ ÁÚ·Ì̤˜ Ë
ÂÍ‹˜: ÔÈ ÂÓÂÚÁ¤˜ ‚È‚ÏÈÔı‹Î˜ Â›Ó·È ÂÏ¿¯ÈÛÙ˜. OÈ
immediate teaching needs arising from lack of
ÚÔ‚ÏÂfiÌÂÓÔÈ ¯ÒÚÔÈ ‚È‚ÏÈÔıËÎÒÓ ÛÙ· Û¯ÔÏ›·
sufficient classroom space. The books have been
Ù˘ ÙÂÏÂ˘Ù·›·˜ ÂÈÎÔÛ·ÂÙ›·˜ ηχÙÔ˘Ó ÙÂÏÈο ¿ÌÂ-
moved to cases in secondary areas, corridors and
Û˜ ‰È‰·ÎÙÈΤ˜ ·Ó¿ÁΘ ÏfiÁˆ ¤ÏÏÂȄ˘ ·ÈıÔ˘ÛÒÓ.
teachers’ offices.
Δ· ‚È‚Ï›· ¤¯Ô˘Ó ÂÎÙÔÈÛÙ› Û ÚÔı‹Î˜ Û ‰Â˘ÙÂ-
The result – and the cause simultaneously – of
the deterioration of the school library is that
20
ÙȘ ÛÙËÚ›˙ÂÈ Î·È ÔÈ· ·Ú¿‰ÔÛË ÏÂÈÙÔ˘ÚÁ›·˜ Î·È Ú·-
Ú‡ÔÓÙ˜ ¯ÒÚÔ˘˜, Û ‰È·‰ÚfiÌÔ˘˜ Î·È Û ÁÚ·Ê›·
ηıËÁËÙÒÓ.
teaching is overwhelmingly based on just one
ΔÔ ·ÔÙ¤ÏÂÛÌ· –Î·È ÙÔ ·›ÙÈÔ Ì·˙›– Ù˘ ··Í›ˆ-
textbook without resort to any bibliographical
Û˘ Î·È Ù˘ η¯ÂÍ›·˜ ÙÔ˘ ıÂÛÌÔ‡ Ù˘ Û¯ÔÏÈ΋˜ ‚È-
sources. In addition, teaching methods have
‚ÏÈÔı‹Î˘ Â›Ó·È Ë ÛÙ‹ÚÈÍË Ù˘ ‰È‰·Ûηϛ·˜ ÛÙÔ ¤Ó·
MIKPH E¶I™KO¶H™H […]
BRIEF OVERVIEW […]
Î·È ÌÔÓ·‰ÈÎfi Û¯ÔÏÈÎfi ÂÁ¯ÂÈÚ›‰ÈÔ Î·È Ë ·Ô˘Û›· Û‡Ó-
remained largely teacher-centred and do not foster
‰ÂÛ‹ Ù˘ Ì ÙË ‚È‚ÏÈÔÁÚ·ÊÈ΋ ¤Ú¢ӷ. ∂›Ó·È ·ÎfiÌ· ÔÈ
the development of skills in seeking knowledge or
‰È‰·ÎÙÈΤ˜ ̤ıÔ‰ÔÈ ÔÈ Ôԛ˜ ·Ú·Ì¤ÓÔ˘Ó Î·Ù¿ ‚¿-
the cultivation of critical thought.
ÛË ‰·ÛηÏÔÎÂÓÙÚÈΤ˜ Î·È ‰ÂÓ ÚÔˆıÔ‡Ó ÙËÓ ·Ó¿Ù˘-
This picture of the deserted school library
ÍË ‰ÂÍÈÔÙ‹ÙˆÓ ·Ó·˙‹ÙËÛ˘ Î·È ÙËÓ Î·ÏÏȤÚÁÂÈ· Ù˘
comes as no surprise, since the state of non-
ÎÚÈÙÈ΋˜ ÛΤ„˘.
school libraries is equally forlorn. The library as an
∞˘Ù‹ Ë ÂÈÎfiÓ· Ì·Ú·ÛÌÔ‡ Ù˘ Û¯ÔÏÈ΋˜ ‚È‚ÏÈÔı‹Î˘ ‰ÂÓ ·ÔÙÂÏ› ¤ÎÏËÍË, fiÙ·Ó ÙÔ ÙÔ›Ô ÁÈ· ÙȘ ‚È‚ÏÈÔı‹Î˜ ÂÎÙfi˜ Û¯ÔÏ›Ԣ Â›Ó·È ÂÍ›ÛÔ˘ ¿Ó˘‰ÚÔ. ∏ ‚È‚ÏÈÔı‹ÎË ˆ˜ ıÂÛÌfi˜ Î·È Ú·ÎÙÈ΋ Â›Ó·È ·ÓÂ·Ú΋˜
ÛÙËÓ ÂÏÏËÓÈ΋ ÎÔÈÓˆÓ›·. OÈ ‰ËÌfiÛȘ Î·È ‰ËÌÔÙÈΤ˜
‚È‚ÏÈÔı‹Î˜ ˘ÔÏÂÈÙÔ˘ÚÁÔ‡Ó ÂÏÏ›„ÂÈ fiÚˆÓ, ηÈ
·˘Ù¤˜ ·ÎfiÌ· ÔÈ ·ÓÂÈÛÙËÌȷΤ˜ ‰ÂÓ ¤¯Ô˘Ó ÙËÓ ·ÍÈÔ-
institution and practice is ineffective in Greek
society. Public and municipal libraries underfunction due to a lack of funds, and even university
libraries are not utilised as befits them, since they
are not considered an essential part of the
teaching process even in higher education. The
Ô›ËÛË Ô˘ ÙÔ˘˜ ·ÚÌfi˙ÂÈ, ·ÊÔ‡ Ô‡Ù ÛÙËÓ TÚÈÙÔ‚¿ı-
most indicative symptoms of the lack of
ÌÈ· ÂÎ·›‰Â˘ÛË ÂÓÙ¿ÛÛÔÓÙ·È Ô˘ÛÈ·ÛÙÈο ÛÙË ‰È‰·-
institutions, structures and practices on which the
Ûηϛ·. Δ· Û˘Ì‚ÔÏÈÎfiÙÂÚ· Û˘ÌÙÒÌ·Ù· ·˘Ù‹˜ Ù˘
library relies are that:
¤ÏÏÂȄ˘ ıÂÛÌÒÓ, ‰ÔÌÒÓ Î·È Ú·ÎÙÈÎÒÓ ÔÈ Ôԛ˜
ÛÙËÚ›˙Ô˘Ó ÙË ‚È‚ÏÈÔı‹ÎË Â›Ó·È:
∏ ‰È‰·Ûηϛ· ÛÙ· ¶·ÓÂÈÛÙ‹ÌÈ· ‚·Û›˙ÂÙ·È ÛÙÔ
Û‡ÁÁÚ·ÌÌ· ÙÔ˘ ηıËÁËÙ‹.
∏ ∂ıÓÈ΋ ‚È‚ÏÈÔı‹ÎË ‚Ú›ÛÎÂÙ·È Û ÂÁηٿÏÂÈ„Ë
Ì ··Ú¯·ÈˆÌ¤ÓË ˘Ô‰ÔÌ‹.
University courses are often taught on the basis
of the book written by the professor.
The National Library is in a state of dilapidation
with outdated infrastructure.
These observations have been noted in
conferences, in seminars and in the relevant
OÈ ·Ú·¿Óˆ ‰È·ÈÛÙÒÛÂȘ ¤¯Ô˘Ó ηٷÁÚ·Ê› ÛÂ
literature. But the object of this chapter is not to
ËÌÂÚ›‰Â˜, Û˘Ó¤‰ÚÈ· Î·È ÛÙË Û¯ÂÙÈ΋ ‚È‚ÏÈÔÁÚ·Ê›·. ΔÔ
attempt a historic review of the institution of the
·ÓÙÈΛÌÂÓÔ ·˘ÙÔ‡ ÙÔ˘ ÎÂÊ·Ï·›Ô˘ ‰ÂÓ Â›Ó·È Ë ÈÛÙÔÚÈ΋
library, nor to analyse the reasons why it remains
ÂÈÛÎfiËÛË ÙÔ˘ ıÂÛÌÔ‡ Ù˘ ‚È‚ÏÈÔı‹Î˘ Ô‡ÙÂ Ë ·Ó¿-
marginalised in a contemporary society. The
Ï˘ÛË ÙˆÓ ·ÈÙ›ˆÓ ÁÈ· Ù· ÔÔ›· Û ÌÈ· Û‡Á¯ÚÔÓË ÎÔÈÓˆ-
questions raised are: despite the inadequate local
Ó›· Ô ıÂÛÌfi˜ ·˘Ùfi˜ ·Ú·Ì¤ÓÂÈ ÛÙÔ ÂÚÈıÒÚÈÔ. Δ·
experience, can design be governed by more
ÂÚˆÙ‹Ì·Ù· Ô˘ Ù›ıÂÓÙ·È Â›Ó·È: ÌÔÚ› Ô Û¯Â‰È·ÛÌfi˜,
·Ú¿ ÙËÓ ÂÏÏÈ‹ ÙÔÈ΋ ÂÌÂÈÚ›·, Ó· ‰È¤ÂÙ·È ·fi ÙȘ
ÈÔ Û‡Á¯ÚÔÓ˜ ·ÓÙÈÏ‹„ÂȘ; ∏ Ì·˙È΋ ηٷÛ΢‹ ÂÓfi˜
Ù‡Ô˘ ÎÙÈÚ›Ô˘ (fiˆ˜ Ù· Û¯ÔÏÈο ÎÙ›ÚÈ· Î·È ÔÈ Û¯ÔÏÈΤ˜
‚È‚ÏÈÔı‹Î˜) ·ÔÙÂÏ› ÙÚÔ¯Ô¤‰Ë ‹ ηı›ÛٷٷÈ
·ÊÔÚÌ‹ ÁÈ· ¤Ó· Û‡Á¯ÚÔÓÔ Û¯Â‰È·ÛÌfi; O ÙÚfiÔ˜ ·Ú·ÁˆÁ‹˜ ÂÓfi˜ Ù‡Ô˘ ÎÙÈÚ›Ô˘ ÔÚ›˙ÂÈ ÙË ÌÔÚÊ‹ ÙÔ˘;
1
modern ideas? Does the mass construction of a
type of building (such as school buildings or
school libraries) constitute a hindrance or does it
provide an opportunity for modern design? Does
the mode of production of a type of building
define its form?
21
RE DESIGNING LIBRARIES FOR SCHOOLS
The primacy of SBO
∏ ÚˆÙÔηı‰ڛ· ÙÔ˘ O™∫
The production of school buildings in Greece is
∏ ·Ú·ÁˆÁ‹ ÙÔ˘ Û¯ÔÏÈÎÔ‡ ÎÙÈÚ›Ô˘ ÛÙËÓ ∂ÏÏ¿‰· ÂÔ-
overseen by the School Buildings Organisation
Ù‡ÂÙ·È ·fi ÙÔÓ O™∫ ÛÙȘ ·ÚÌÔ‰ÈfiÙËÙ˜ ÙÔ˘ ÔÔ›Ô˘
(SBO, also known as OSK as per the Greek
ÂÚÈÏ·Ì‚¿ÓÂÙ·È Î·È Ë Û‡ÓÙ·ÍË Ù¯ÓÈÎÒÓ ÚԉȷÁÚ·-
acronym), whose responsibilities include drawing
ÊÒÓ. ª¤¯ÚÈ ÙÔ 1991, ÔfiÙ ÛËÌ·ÓÙÈΤ˜ ·ÚÌÔ‰ÈfiÙËÙ˜
up technical specifications. Up to 1991, when
ÌÂٷʤÚÔÓÙ·È ÛÙËÓ ΔÔÈ΋ ∞˘ÙÔ‰ÈÔ›ÎËÛË, Ô O™∫
significant competencies were transferred to local
ÂϤÁ¯ÂÈ Û¯Â‰fiÓ ÂÍ ÔÏÔÎÏ‹ÚÔ˘ ÙÔÓ ÚÔÁÚ·ÌÌ·ÙÈÛÌfi,
government, SBO had almost exclusive control of
ÙË ÌÂϤÙË Î·È ÙËÓ Î·Ù·Û΢‹ ÙˆÓ Û¯ÔÏÈÎÒÓ ÎÙÈÚ›ˆÓ.
the planning, design and construction of school
∫·È Û‹ÌÂÚ· fï˜, ‰È·ÙËÚÒÓÙ·˜ Ï‹Úˆ˜ ÙȘ ·ÚÌÔ-
buildings. Even today, when it retains all its
‰ÈfiÙËÙ¤˜ ÙÔ˘ ÛÙËÓ ∞ÙÙÈ΋ (fiÔ˘ ηÙÔÈΛ Ô ÌÈÛfi˜ ÏË-
competencies in Athens and the department of
ı˘ÛÌfi˜ Ù˘ ¯ÒÚ·˜) Î·È Î·Ù¤¯ÔÓÙ·˜ ¤Ó·Ó ÚfiÏÔ Û˘Ì-
Attica (home of half the population of Greece) and
‚Ô‡ÏÔ˘ ÁÈ· ÙËÓ ˘fiÏÔÈË ¯ÒÚ·, Û˘Ó¯›˙ÂÈ Ó· ηıÔÚ›-
plays the role of counsellor to the rest of the
˙ÂÈ ÙË ÌÔÚÊ‹ ÙÔ˘ Û¯ÔÏ›Ԣ ÛÙËÓ ∂ÏÏ¿‰·. OÈ Úԉȷ-
country, it continues to determine the shape of
Áڷʤ˜ Ô˘ Û˘ÓÙ¿ÛÛÂÈ Â›Ó·È ˘Ô¯ÚˆÙÈΤ˜ ÁÈ· ÙËÓ
schools in Greece. The specifications it lays down
ÂÎÙ¤ÏÂÛË ÂÓfi˜ ¤ÚÁÔ˘ Û¯ÔÏÈ΋˜ ÛÙ¤Á˘. ∂ÎÔÓ› ‰Â
for constructing a school building project are
ÌÂϤÙ˜ fi¯È ÌfiÓÔ ÁÈ· ÙËÓ ∞ÙÙÈ΋ ·ÏÏ¿ Î·È ÁÈ· ÙËÓ ˘fi-
obligatory. And it draws up designs not only for
ÏÔÈË ¯ÒÚ· ÔÏϤ˜ ·fi ÙȘ Ôԛ˜ ‚·Û›˙ÔÓÙ·È Û ¤Ó·
Attica, but for the rest of the country as well, many
·Ú¯Â›Ô Ù˘ÔÔÈËÌ¤ÓˆÓ ÎÙÈÚ›ˆÓ. ∂ÎÔÓ› ÌÂϤÙ˜ Û˘-
of which are based on a stockpile of standardised
ÌÏËڈ̷ÙÈÎÒÓ ¤ÚÁˆÓ ÁÈ· Ù· Û¯ÔÏ›· Î·È ·fi ÙȘ
designs. It also conducts studies for
500 Û¯ÔÏÈΤ˜ ‚È‚ÏÈÔı‹Î˜ Ù˘ ‰ÈÂÙ›·˜ 1999-2000 η-
supplementary school projects, having constructed
Ù·Û΢¿˙ÂÈ ÙȘ 218.
218 of the 500 school libraries built in 1999-2000.
Given the SBO’s position as general technical
∞fi ÙË ı¤ÛË ÏÔÈfiÓ Ù˘ ÁÂÓÈ΋˜ Ù¯ÓÈ΋˜ ‰ÈÔÈÎËÙÈ΋˜ Î·È ÔÈÎÔÓÔÌÈ΋˜ ÂÔÙ›·˜ Ô˘ Ô O™∫ η٤¯ÂÈ
administrator and financial supervisor with respect
Û fi,ÙÈ ·ÊÔÚ¿ ÙËÓ ÎÙÈÚȷ΋ ˘Ô‰ÔÌ‹ Î·È ÙÔÓ ÂÍÔÏÈ-
to school buildings and equipment, and its position
ÛÌfi ÙˆÓ Û¯ÔÏ›ˆÓ, ·ÏÏ¿ Î·È ·fi ÙË ı¤ÛË ÙÔ˘ Û˘ÓÙ¿-
as drafter of specifications and designs, it clearly
ÎÙË ÚԉȷÁÚ·ÊÒÓ Î·È ÌÂÏÂÙÒÓ ·Ó·‰ÂÈÎÓ‡ÂÙ·È ˆ˜ Ô
has the only substantial input guiding ideas about
ÌfiÓÔ˜ Ô˘ÛÈ·ÛÙÈÎfi˜ ·Ú¿ÁÔÓÙ·˜ Ô˘ ηÙ¢ı‡ÓÂÈ ÙËÓ
school-related space, on both the planning and
·ÓÙ›ÏË„Ë ÁÈ· ÙÔ Û¯ÔÏÈÎfi ¯ÒÚÔ, ÙfiÛÔ Û Â›Â‰Ô ÚÔ-
construction level.
ÁÚ¿ÌÌ·ÙÔ˜ fiÛÔ Î·È Û Â›Â‰Ô ‰ÔÌ‹˜ ÙÔ˘ ¯ÒÚÔ˘.
In this way, the decentralisation of school
22
ANA™Ã∂¢π∞∑√¡Δ∞™ Δ∏ μπμ§π√£∏∫∏ ™Δ√ ™Ã√§∂π√
∏ ·ÔΤÓÙÚˆÛË, ÛÙÔÓ ÙÔ̤· ÙÔ˘ Û¯ÔÏÈÎÔ‡ ÎÙÈÚ›Ô˘,
buildings has not led to an influx of new ideas and
‰ÂÓ ¤¯ÂÈ ·Ô‰ÒÛÂÈ Û ·Ú·ÁˆÁ‹ Ó¤ˆÓ ȉÂÒÓ Î·È
practices for school facilities. No schools have
Ú·ÎÙÈÎÒÓ ÁÈ· ÙÔ Û¯ÔÏÈÎfi ¯ÒÚÔ. ¢ÂÓ ¤¯Ô˘Ó ηٷ-
been built that raise new issues of concern to
Û΢·ÛÙ› Û¯ÔÏ›· Ù· ÔÔ›· Ó· ı¤ÙÔ˘Ó Ó¤Ô˘˜ ÚÔ-
educators or provide space to serve them.
‚ÏËÌ·ÙÈÛÌÔ‡˜ ÁÈ· ÙȘ ·È‰·ÁˆÁÈΤ˜ ·ÓÙÈÏ‹„ÂȘ ηÈ
Decentralisation has not produced, at least not yet,
Ó· ·Ú¤¯Ô˘Ó ÙÔ ¯ÒÚÔ Ô˘ ÙȘ Â͢ËÚÂÙ›. ∏ ·ÔΤ-
even architectural designs with interest or dynamic
ÓÙÚˆÛË ‰ÂÓ ·¤‰ˆÛÂ, ÙÔ˘Ï¿¯ÈÛÙÔÓ fi¯È ·ÎfiÌ·, Ô‡ÙÂ
proposals. Also lacking are ideas that might have
ÛÙÔ Â›Â‰Ô ÙˆÓ ·Ú¯ÈÙÂÎÙÔÓÈÎÒÓ ÚÔÙ¿ÛÂˆÓ ÔÈ Ôԛ˜
sparked dialogue about school resources,
ı· ÌÔÚÔ‡Û·Ó Ó· ¤¯Ô˘Ó ÂӉȷʤÚÔÓÙ· Î·È ‰˘Ó·ÌÈÎfi
including issues that could have placed the
¯·Ú·ÎÙ‹Ú·. ∞Ô˘ÛÈ¿˙Ô˘Ó fï˜ Î·È ÔÈ È‰¤Â˜ ÔÈ ÔÔ›-
physical school environment in the context of
˜ ı· ÁÔÓÈÌÔÔÈÔ‡Û·Ó ¤Ó·Ó ‰È¿ÏÔÁÔ ÁÈ· ÙÔ Û¯ÔÏÈÎfi
MIKPH E¶I™KO¶H™H […]
BRIEF OVERVIEW […]
¯ÒÚÔ, ı· ÂÓ¤Ù·ÛÛ·Ó Ù· ˙ËÙ‹Ì·Ù· ÙÔ˘ ˘ÏÈÎÔ‡ ÂÚÈ-
modern international concerns and sought an
‚¿ÏÏÔÓÙÔ˜ ÙÔ˘ Û¯ÔÏ›Ԣ ÛÙÔÓ Û‡Á¯ÚÔÓÔ ‰ÈÂıÓ‹ ÚÔ-
outlet in innovative applications.
‚ÏËÌ·ÙÈÛÌfi, ı· ·Ó·˙ËÙÔ‡Û·Ó ‰È¤ÍÔ‰Ô Û ηÈÓÔÙfi̘
ÂÊ·ÚÌÔÁ¤˜.
A factor deterring the expression of a rich flow
of ideas and their application to schools is the
∞Ó·ÛÙ·ÏÙÈÎfi˜ ·Ú¿ÁÔÓÙ·˜ ÛÙËÓ ¤ÎÊÚ·ÛË ÂÓfi˜
SBO’s nationwide inspection of building programs
ÏÔ‡ÛÈÔ˘ Ú‡̷ÙÔ˜ ȉÂÒÓ Î·È ÛÙËÓ ÂÊ·ÚÌÔÁ‹ ÙÔ˘˜
and technical specifications, as well as its primacy
ÛÙÔ ¯ÒÚÔ ÙÔ˘ Û¯ÔÏ›Ԣ Â›Ó·È Ô ¤ÏÂÁ¯Ô˜, Û ÂıÓÈÎfi
in the design of school buildings. This
Â›‰Ô, ·fi ÙÔÓ O™∫ ÙÔ˘ ÎÙÈÚÈÔÏÔÁÈÎÔ‡ ÚÔÁÚ¿Ì-
centralisation of responsibilities in a gigantic public
Ì·ÙÔ˜ Î·È ÙˆÓ Ù¯ÓÈÎÒÓ ÚԉȷÁÚ·ÊÒÓ, ηıÒ˜ Î·È Ë
service leads to standardised buildings and
ÚˆÙÔηı‰ڛ· ÙÔ˘ ÛÙȘ ÌÂϤÙ˜ Û¯ÔÏÈÎÒÓ ÎÙÈÚ›ˆÓ.
bureaucratic structures and viewpoints that hinder
∞˘Ùfi˜ Ô Û˘ÁÎÂÓÙÚˆÙÈÛÌfi˜ ·ÚÌÔ‰ÈÔÙ‹ÙˆÓ Û ¤Ó·Ó ÁÈ-
the expression and promotion of new ideas. The
Á·Óو̤ÓÔ ÔÚÁ·ÓÈÛÌfi Ô‰ËÁ› ÛÂ Ù˘ÔÔ›ËÛË Ù˘ η-
most recent attempts to bring the Greek school
Ù·Û΢‹˜ Î·È Û ÁÚ·ÊÂÈÔÎÚ·ÙÈΤ˜ ‰Ô̤˜ Î·È ·ÓÙÈÏ‹-
into line with international concerns – such as the
„ÂȘ Ô˘ ‰˘Û¯ÂÚ·›ÓÔ˘Ó ÙËÓ ¤ÎÊÚ·ÛË Î·È ÚÔÒıËÛË
community school or the redesign and flexibility of
ÙˆÓ Ó¤ˆÓ ȉÂÒÓ. OÈ ÙÂÏÂ˘Ù·›Â˜ ·fiÂÈÚ˜ ÁÈ· ÂÓ·Ú-
educational spaces – are in danger of being
ÌÔÓÈÛÌfi ÙÔ˘ ÂÏÏËÓÈÎÔ‡ Û¯ÔÏ›Ԣ Ì ÙÔÓ ‰ÈÂıÓ‹ ÚÔ-
stripped of all substance because they are
‚ÏËÌ·ÙÈÛÌfi, fiˆ˜ ÁÈ· ·Ú¿‰ÂÈÁÌ· ÙÔ ÎÔÈÓÔÙÈÎfi
promoted centrally. Any adjustments carried out so
Û¯ÔÏÂ›Ô (community school) ‹ Ô ·Ó·Û¯Â‰È·ÛÌfi˜ ηÈ
far have been superficial ones, and architecturally
Ë Â˘ÂÏÈÍ›· ÛÙÔ˘˜ ÂÎ·È‰Â˘ÙÈÎÔ‡˜ ¯ÒÚÔ˘˜, ÎÈÓ‰˘Ó‡-
at least, they are confined either to local stylistic
Ô˘Ó Ó· ·ÔÁ˘ÌÓˆıÔ‡Ó ·fi ÙËÓ Ô˘Û›· ÙÔ˘˜, ÂÊfiÛÔÓ
features or to an over-lay of elements transferred
ÚÔˆıÔ‡ÓÙ·È Û˘ÁÎÂÓÙÚˆÙÈο. ªÂ ÙÔÓ ›‰ÈÔ ÙÚfiÔ Ô˘
from current international architecture.
¤ˆ˜ Û‹ÌÂÚ· ÔÈ ÚÔÛ·ÚÌÔÁ¤˜, fiÔ˘ ‰È·ÈÛÙÒÓÔÓÙ·È,
The result of this centralisation on the structure
Â›Ó·È ÂÈÊ·ÓÂȷΤ˜ Î·È ÛÙËÓ ·Ú¯ÈÙÂÎÙÔÓÈ΋ ÙÔ˘Ï¿¯È-
and production of school space is that while
ÛÙÔÓ ÙˆÓ Û¯ÔÏ›ˆÓ ÂÍ·ÓÙÏÔ‡ÓÙ·È Â›Ù Û ÌÔÚÊÔÏÔÁÈ-
schools constitute by far the most widespread type
ο ¯·Ú·ÎÙËÚÈÛÙÈο ÂÓfi˜ ÙÔÈÎÈÛÌÔ‡ ›Ù Û ÌÈ· Â¤Ó-
of public building, they are characterised by the
‰˘ÛË ·fi ÛÙÔȯ›· Ô˘ ÌÂٷʤÚÔÓÙ·È ·fi ÙË ‰ÈÂıÓ‹
least variety and interest. The small but
·Ú¯ÈÙÂÎÙÔÓÈ΋ ÂÈηÈÚfiÙËÙ·.
architecturally rich output from the midwar years,
ΔÔ ·ÔÙ¤ÏÂÛÌ· ÙÔ˘ Û˘ÁÎÂÓÙÚˆÙÈÛÌÔ‡ ÛÙË ‰ÔÌ‹
Î·È ÛÙËÓ ·Ú·ÁˆÁ‹ ÙÔ˘ Û¯ÔÏÈÎÔ‡ ¯ÒÚÔ˘ Â›Ó·È ÙÔ
and the mass-produced but architecturally
interesting output of the early post-war period were
Û¯ÔÏÂ›Ô Ó· ·ÔÙÂÏ› ÌÂÓ Ì·ÎÚ¿Ó ÙÔ ÔÏ˘ÏËı¤ÛÙÂ-
followed in the last 30 years by an even more
ÚÔ ‰ËÌfiÛÈÔ ÎÙ›ÚÈÔ, Ó· ¤¯ÂÈ fï˜ Ó· Âȉ›ÍÂÈ ÙË ÌÈ-
mass-produced but homogeneous and
ÎÚfiÙÂÚË ÔÈÎÈÏ›· Î·È ÙÔ ÏÈÁfiÙÂÚÔ ÂӉȷʤÚÔÓ. ΔË ÌÈ-
architecturally indifferent set of school buildings.
ÎÚ‹ ·ÏÏ¿ ·Ú¯ÈÙÂÎÙÔÓÈο ÏÔ‡ÛÈ· ·Ú·ÁˆÁ‹ ÙÔ˘ ªÂ-
One of the most characteristic examples of
ÛÔÔϤÌÔ˘, ÙË Ì·˙È΋ ·ÏÏ¿ Ì ·Ú¯ÈÙÂÎÙÔÓÈÎfi ÂӉȷ-
rigidity can be seen in the 500 school libraries
ʤÚÔÓ ·Ú·ÁˆÁ‹ Ù˘ ÌÂÙ·ÔÏÂÌÈ΋˜ ÂÚÈfi‰Ô˘ ·ÎÔ-
project. Since just a small part of the school
ÏÔ‡ıËÛÂ, Ù· ÙÂÏÂ˘Ù·›· ÙÚÈ¿ÓÙ· ¯ÚfiÓÈ·, ÌÈ· Ì·˙ÈÎfiÙ·-
building was involved, school libraries could have
ÙË ·ÏÏ¿ ÔÌÔÁÂÓÔÔÈË̤ÓË Î·È ·‰È¿ÊÔÚË ·Ú¯ÈÙÂÎÙÔÓÈ-
been created using flexible and interesting
ο ηٷÛ΢‹ Û¯ÔÏÈÎÒÓ ÎÙÈÚ›ˆÓ.
1
applications. But inertia prevailed on the part of the
ŒÓ· ·fi Ù· ϤÔÓ ¯·Ú·ÎÙËÚÈÛÙÈο ·Ú·‰Â›ÁÌ·Ù·
SBO and the Ministry, and stereotyped results were
‰˘Ûη̄›·˜ ˆ˜ ÚÔ˜ ÙËÓ ÚÔÒıËÛË Î·ÈÓÔÙfïÓ
repeated. In drawing up the 1982 building program
23
RE DESIGNING LIBRARIES FOR SCHOOLS
ANA™Ã∂¢π∞∑√¡Δ∞™ Δ∏ μπμ§π√£∏∫∏ ™Δ√ ™Ã√§∂π√
and specifications for schools13*, the SBO
·ÓÙÈÏ‹„ÂˆÓ Â›Ó·È Î·È ÙÔ ¤ÚÁÔ ÁÈ· ÙȘ 500 Û¯ÔÏÈΤ˜ ‚È-
proposed a conventional type of school library. The
‚ÏÈÔı‹Î˜. ∞ÊÔÚÔ‡Û ¤Ó· ÌÈÎÚfi ÙÌ‹Ì· ÙÔ˘ Û¯ÔÏÈÎÔ‡
same type was repeated in essence 20 years later,
ÎÙÈÚ›Ô˘ Î·È ÁÈ· ·˘Ùfi Ë ‰ËÌÈÔ˘ÚÁ›· ÙˆÓ ™.μ. ı· ÌÔ-
when it was more urgent for schools to open out to
ÚÔ‡Û ӷ ÂÓÂÚÁÔÔÈ‹ÛÂÈ Â˘¤ÏÈÎÙ˜ Î·È ÂӉȷʤÚÔ˘-
the surrounding community, when the role of the
Û˜ ÂÊ·ÚÌÔÁ¤˜. ÀÂÚ›Û¯˘Û fï˜, ·fi ÏÂ˘Ú¿˜
library and its position in the educational process
O™∫ Î·È À¶∂¶£, Ë ·‰Ú¿ÓÂÈ· Î·È Ë Â·Ó¿ÏË„Ë ÙÔ˘ ‹‰Ë
have changed, when new technologies have
‰ÔÎÈÌ·Ṳ̂ÓÔ˘. O O™∫ Û˘ÓÙ¿ÛÛÔÓÙ·˜ ÙÔ 1982 ÙÔ Ù‡-
introduced new practices, and when many years of
¯Ô˜ ÎÙÈÚÈÔÏÔÁÈÎÔ‡ ÚÔÁÚ¿ÌÌ·ÙÔ˜ Î·È ÚԉȷÁÚ·-
international experience in the creation of library
ÊÒÓ ÁÈ· Ù· Û¯ÔÏ›·13*, ÚÔÙ›ÓÂÈ Î·È ¤Ó·Ó Û˘Ì‚·ÙÈÎfi
resources have been accumulated. The pressures
Ù‡Ô Û¯ÔÏÈ΋˜ ‚È‚ÏÈÔı‹Î˘. O ›‰ÈÔ˜ Ù‡Ô˜ Â·Ó·-
of time and mass production are in the end
Ï·Ì‚¿ÓÂÙ·È ·˘ÙÔ‡ÛÈÔ˜ 20 ¯ÚfiÓÈ· ·ÚÁfiÙÂÚ·, fiÙ·Ó ÙÔ
secondary factors in terms in a project’s quality.
¿ÓÔÈÁÌ· ÙÔ˘ Û¯ÔÏ›Ԣ ÚÔ˜ ÙÔÓ ÎÔÈÓˆÓÈÎfi ÂÚ›Á˘ÚÔ
The most decisive factor in determining the content
Â›Ó·È ÂÚÈÛÛfiÙÂÚÔ ÂÈÙ·ÎÙÈÎfi, fiÙ·Ó Ô ÚfiÏÔ˜ Ù˘ ‚È-
of an intervention is the abundance of ideas and
‚ÏÈÔı‹Î˘ Î·È Ë ı¤ÛË Ù˘ ÛÙËÓ ÂÎ·È‰Â˘ÙÈ΋ ‰È·‰Èη-
the exchange of views that go into it, and the
Û›· ¤¯Ô˘Ó ·ÏÏ¿ÍÂÈ, fiÙ·Ó ÔÈ Ó¤Â˜ Ù¯ÓÔÏÔÁ›Â˜ ÂÓÂÚÁÔ-
flexibility of the proposal that makes it open to
ÔÈÔ‡Ó Ó¤Â˜ Ú·ÎÙÈΤ˜, fiÙ·Ó Ù¤ÏÔ˜ ÁÈ· ÙË ‰È·ÌfiÚʈ-
fresh ideas and solutions.
ÛË ÙÔ˘ ¯ÒÚÔ˘ Ù˘ ‚È‚ÏÈÔı‹Î˘ ¤¯ÂÈ ÚÔÛÙÂı› ÔÏ˘ÂÙ‹˜ ‰ÈÂıÓ‹˜ ÂÌÂÈÚ›·. ∏ ›ÂÛË ¯ÚfiÓÔ˘ Î·È Ë Ì·˙ÈÎfiÙËÙ· ÛÙËÓ ·Ú·ÁˆÁ‹ ÂÓfi˜ ¤ÚÁÔ˘ Â›Ó·È ÙÂÏÈο ‰Â˘ÙÂÚ‡ÔÓÙ˜ ·Ú¿ÁÔÓÙ˜ ÁÈ· ÙËÓ ÔÈfiÙËÙ¿ ÙÔ˘. ∂ΛÓÔ
Ô˘ ηıÔÚ›˙ÂÈ ÂÚÈÛÛfiÙÂÚÔ ÙÔ ÂÚȯfiÌÂÓÔ Ì›·˜
Â¤Ì‚·Û˘ Â›Ó·È Ô ÏÔ‡ÙÔ˜ ÙÔ˘ ÚÔ‚ÏËÌ·ÙÈÛÌÔ‡ ηÈ
Ù˘ ·ÓÙ·ÏÏ·Á‹˜ ȉÂÒÓ Ô˘ ÙËÓ Ï·ÈÛÈÒÓÔ˘Ó, Ë Â˘ÂÏÈÍ›· ÛÙËÓ ÚÔÒıËÛË Î·È Ô ·ÓÔȯÙfi˜ ¯·Ú·ÎÙ‹Ú·˜ Ì›·˜
ÚfiÙ·Û˘, ÒÛÙ ӷ Â›Ó·È ‰ÂÎÙÈ΋ Û Ӥ˜ ȉ¤Â˜ ηÈ
ÚÔÛ·ÚÌÔÁ¤˜.
*
24
The numbered notes refer to the bibliography at the back
of the book.
*
∏ ·Ú›ıÌËÛË ÙˆÓ ‚È‚ÏÈÔÁÚ·ÊÈÎÒÓ ·Ú·ÔÌÒÓ ·Ó·Ê¤ÚÂÙ·È
ÛÙËÓ ·Ú›ıÌËÛË Ù˘ μÈ‚ÏÈÔÁÚ·Ê›·˜, ÛÙÔ Ù¤ÏÔ˜ ÙÔ˘ ‚È‚Ï›Ô˘.
MIKPH E¶I™KO¶H™H […]
BRIEF OVERVIEW […]
1
EÈÎ. 1.1 ™¯ÔÏÈÎfi ÎÙ›ÚÈÔ ·fi ÙÔÓ O™K Ù˘ ‰ÂηÂÙ›·˜ ÙÔ˘ 1980 ÁÈ· 240 Ì·ıËÙ¤˜ Ì ÚÔ‚ÏÂfiÌÂÓË ı¤ÛË ‚È‚ÏÈÔı‹Î˘ ÛÙËÓ Â›ÛÔ‰Ô.
Fig. 1.1 School building designed by SBO in the 1980’s for 240 pupils with space provided for a library in
the entrance.
25