Bridge for Walk and View 
5 Projects
Learning Cities
The School as Social Playground
5 Projects
Culture for Resistance
5 Projects


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248면(국내정보 포함) | 38,000
ISSN_2092-5190




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The Architecture of Balkrishna Doshi, the 2018 Pritzker Architecture Prize Laureate
Social Pluralism: Power of architecture, Pride of place and strength in community_Gihan Karunaratne

Bridge for Walk and View
Elizabeth Quay Bridge_Arup Associates
Mzamba Bridge_Carinthia University of Applied Sciences + buildCollective

Stihl Treetop Walkway_Glenn Howells Architects
P.E.M Vitré_TETRARC
Somers Town Bridge_Moxon Architects + Arup

Learning Cities
The School as Social Playground

Learning Cities - Schools of Social Life_Andrea Giannotti
Copenhagen International School Nordhavn_C.F. Møller Architects
Frederiksbjerg School_Henning Larsen Architects + GPP Arkitekter
Stephen Perse Foundation Senior School_Chadwickdryerclarke Studio
Skovbakke School_CEBRA
German School Madrid_Grüntuch Ernst Architects

Culture for Resistance
Culture for Resistance_Francesco Zuddas
CaixaForum Sevilla_Guillermo Vázquez Consuegra
Studio Bell, Home of the National Music Centre_Allied Works Architecture
Tsuruoka Cultural Hall_SANAA
Medellin Modern Art Museum Expansion_51-1 + Ctrl G
La Seine Music Hall_Shigeru Ban Architects Europe



2018 프리츠커 건축상 수상 발크리시나 도쉬의 건축
사회적 다원주의 ; 건축의 힘, 땅에 대한 자부심, 공동체의 기운_기한 카루나라뜬


보며 걷는 다리

엘리자베스 부둣가 다리_아룹
음잠바 다리_카린시아 응용과학 대학교 + 빌드콜렉티브
웨스턴버트 수목원 산책로_글렌 호웰스 아키텍츠
비뜨헤 교차로 다리_TETRARC
소머스 타운 다리_목슨 아키텍츠 + 아룹

학교 ; 도시에서 사회를 배운다
학교; 작은 도시, 배움의 놀이터_안드레아 지아노티
코펜하겐 노르하 국제학교_C.F. 뮐러
프헬릭스비야 학교_헤닝 라슨 아키텍츠 + GPP 아키텍터
스티븐 펄스 재단 고등학교_채드윅드라이어클라크 스튜디오
스코바케 학교_CEBRA
마드리드 독일학교_그륀투흐 에른스트 아키텍츠

도시 문화 건축
이의와 문화_프란체스코 주다스
세비야 카이샤 문화센터_기예르모 바스케스 꼰수에그라
캐나다 국립 음악센터, ‘스튜디오 벨’_얼라이드 웍스 아키텍쳐
쓰루오카 문화센터_SANAA
메데인 현대 미술관 증축_51-1 + Ctrl G
세갱 섬의 센 음악당_시게루 반 아키텍츠 유럽



국내뉴스
'김중업, 르 코르뷔지에를 만나다' 전
'채와 마당' 박영채 사진전
대한민국 임시정부기념관 건축 아이디어 공모
청년 민간임대주택 설계아이디어 공모





Culture for Resistance



In an age of rampant commodification of all human values, advocating culture might sound like just one more word used in vain against the forces of capital that continue undisturbed in their action of erosion of anything that does not have an immediate monetary value. The same could be said for another term, city. When anything can be ascribed to the capillary condition of the urban, speaking of a city is increasingly far from the idea of some sort of social bond holding together a society. Yet, if we look at the etymological trajectory followed by the terms culture and city, we can start envisaging how both contain an element of opposition against two other words that are often mistaken as their synonyms: civilization and urbanization. In fact, the history of the 20th-century architecture and urbanism has been shaped by the constant battle between those couples of terms and their respective advocates. In this sense, culture can be considered a strategy of resistance.
Seen as a response to the constant fluctuations and uncertainty of market-driven urbanization, the adjective “cultural” adds a generic characterization to the buildings to which it is attached, with the risk of turning them into mere containers for multiple functions.
 written by Francesco Zuddas





Learning Cities-The School as Social Playground


Primary and secondary schools are the places where the children experience their growth from kindergarten kids onto little students. This first stage in education requires some special attention, and especially so in the building spaces: their shape, atmosphere, materials, colors, as well as their functions, their ability to inspire and to invite. The architect confronts with the necessities of the kids, and the school spaces need to answer their specific demands.
While in kindergartens rooms we could frequently find links with the fantasy world, in school buildings the spaces are modeled along the requirements of learning programs, that mainly take place in classrooms and physical activity spaces. Then there may be canteen and cafeteria rooms, spaces for sleep and rest, outer or inner sport fields.
Beside these spaces, the school buildings of this selection have one important feature in common: the presence of the “relation spaces”, or “common spaces”. They have no definite function but connecting the various rooms together, and thus offering the students a place to meet, talk and play, inside the school, but outside the classrooms.
The common space, relatively new in school buildings, has a central role in preparing the students to confront social life, and in shaping their individuality in relation with the others.
This feature proposes a link between the school’s relation spaces and their cultural and geographical context, as to highlight the qualities of the projects in terms of function, materials, and of course sustainability. All of these aspects have strong influence on the students’ personal and social understanding of life.
 
written by Andrea Giannotti