At the risk of preaching to the converted, architecture has the power to affect its users, not only on a physical and behavioural level, but on affective, emotional one, too. This we know, right? Why, then, has school design dropped off the agenda for so many national governments? These are environments, which, possibly more than any other building typology, display a direct causality between quality of space and the performance of those who interact with it. Better architecture, better marks. The UK’s RIBA, for one, is lobbying hard for a revitalised building programme for schools. Its Better Spaces for Learning report published last year argues that schools ‘play an important role in widening our outlook and life chances’, calling for a comprehensive review of school-building in the country. <b>Frederiksbjerg School, Aarhus, Denmark</b> Internationally, a number of recently delivered projects demonstrate how creative and literal investment in architecture for schools can transf… continue
from New stories by Architonic http://ift.tt/2lZl0dU
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