Estaciones de Servicio

According to Alfred Roth, a multidisciplinary approach with contri-butions from the most varied sources provided by science, technics, economy, art, etc. was essential for the foundations of New Architecture. The international examples selected for the book stressed on the comprehension of their social purpose and use value, on their relation and respect for the natural conditions of their surroundings, and on the clear expression of the conscious-ness of the time. They all expressed a clear spatial structure, a

Fig. 11: Santa Maria Secondary School, Original pavillions.

Fig. 12: Santa Maria Secondary School, Left: Original plan, Right: renovation project. Fig. 13: Santa Maria Secondary School, Covered pathways.

clear constructive execution, and a proper application of materials, that constituted the premises for the beauty of a building.

The Portuguese cases should be analyzed within the political, social-economical and cultural context of the time. As pointed out by Roth, the selected examples came from stable and democratic countries that highly invested in free development of individual and of society (for instance in education), together with great technical advances. In the early years of the Portuguese dictatorship (Estado Novo), the process of school building design didn’t assimilate the new educational and architectural modern principles the same way as they happened in other European countries and in the USA. The social and educational reform movement that occurred internationally didn’t find expression in Portugal, in spite of the improvement that was given to the promotion of more active learning, to the practice of physical education, and to the improvement of health conditions in secondary schools. Despite the development of a new aesthetic based on the potentialities of the reinforced concrete system, achieved in Diogo de Gouveia Secondary School, the country lacked an effective cultural and educational reform which,together with a lack of investment in technological knowledge, prevented the development of new spatiali-ties, expressing the new social consciousness referred by Roth. While Roth’s new Architecture expressed mostly the value of use, Portuguese schools were still strongly representing institutional values and power.

Perhaps this consciousness is much more present in the schools designed during the 1960s, in Portugal. These schools constituted simple and pragmatic buildings, strongly focused on relating design with pedagogical principles and use value. They expressed a pragmatic, rational and cost-effective solution in line with the demands of a society marked by economic, social, demographic and

cultural changes. The main strategy was based on standardization of construction helping reducing construction costs while producing a range of educational environments that supported a new educational paradigm. In this respect, the Portuguese secondary school's pavilion model, developed in the ’60s, came closer to the international scenario presented by Roth.

The renovation project of both schools was an opportunity to emphasize and to enhance the modern values of the original design, in particular in what matters to a clear spatial structure (DGSS) and on a clear constructive execution (SMSS). The two cases described have some similar concerns and strategies regarding the approach to the refurbishment of the schools; understanding and restoring the buildings’ authenticity and value at different levels: functional and spatial, technological and tectonic, programmatic and cultural.

Regarding the modern design features, preserving façade elements and windows, including the qualities of lighting, using similar and compatible construction materials and maintaining the functional layout were common goals to both cases. Although adopting different strategies, the window framing design was maintained while glazing was replaced to comply with current thermal comfort standards.

Considering the initial project goals and programmatic guidelines were also common concerns in both cases. The school from the early modern period, built in masonry walls, had more generous areas, while in the later modern period, the rationalization principles along with the adoption of thinner concrete walls and reduced areas and floor to ceiling height, increased the impact of the new infrastructures in the design solutions and in the daily re-use of the schools. In both cases, the lack of quality of the technological solutions regarding the original use of reinforced concrete had a significant impact on the

Fig. 14: Santa Maria Secondary School, Covered pathways.

Fig. 15: Santa Maria Secondary School, Covered pathways., Roof design solution.

Fig. 16: Santa Maria Secondary School, Covered pathways., Classroom Pavilion.

project decisions.

The holistic approach of the contemporary architects is in line with Alfred Roth criteria for New Architecture: valuing the expression of a clear spatial structure, and considering the modern values and contributions in multiple dimensions: scientific, technolo-gical, economic and artistic, along with a strong social purpose.

Acknowledgements

Research supported by Fundação para a Ciência e a Tecnologia (FCT), (PTDC/ATP-AQI/3273/2014). The authors are thankful to the architects Pedro Botelho, Rosário Beija and João Appleton.

Bibliograhpy

ALEGRE, Alexandra. Arquitectura Escolar. O Edifício Liceu em Portugal (1882-1978).

Lisboa: Fundação Calouste Gulbenkian, 2012.

HEITOR, Teresa. Parque Escolar 2007-2011: Intervention in 106 Schools. Lisboa:

Edição Parque Escolar E.P.E., 2011.

HERTZBERGER, Herman. Schools are a Hobbyhorse of Mine – an interview with Herman Hertzberger, DETAIL, Review of Architecture - Schulbau, 3/2003, 152-154.

LOURENÇO, Patrícia; PINHEIRO, Manuel Duarte; HEITOR, Teresa. From indicators to strategies: Key Performance Strategies for sustainable energy use in Portuguese school buildings, Energy and Buildings 85, December 2014, 212-224.

MACDONALD, Susan. Preserving the Ephemeral”: capturing what Makes the Eames House Special through Conservation Planning, Docomomo 14th International Conference Proceedings. Lisbon, 2016, 305-311.

ROTH, Alfred. La Nouvelle Architecture, Die Neue Architektur, The New Architecture 1930-1940. Zürich and Munchen: Editions Girsberger (1st Ed 1939), 1975

Notes

[1] The research project Atlas of School Architecture in Portugal_Education, Heritage, Challenges (ASAP_EHC) aims at mapping the Portuguese school buildings from the 20th century, while RMB deals with the sustainable re-use of modernist buildings [2] Mário Novais was a famous Portuguese photographer from Lisbon, specialized in photography of art-works and architecture.

Image Credits

Fig. 1: © Alfred Roth (1975) Fig. 2: © Alfred Roth (1975)

Fig. 3: © Biblioteca de Arte Fundação Calouste Gulbenkian. Colecção Mário Novais and Arquitectos (1938)

Fig. 4: © Biblioteca de Arte Fundação Calouste Gulbenkian. Colecção Mário Novais and Arquitectos (1938)

Fig. 5: © Pedro Botelho and Rosário Beija Achitects Fig. 6: © Alexandra Alegre

Fig. 7: © Alexandra Alegre Fig. 8: © Alexandra Alegre

Fig. 9: © Alexandra Alegre and Pedro Botelho and Rosário Beija Achitects Fig. 10: © Alexandra Alegre and Pedro Botelho and Rosário Beija Achitects Fig. 11: © NATCE_SGMEC

Fig. 12: © João Appleton and Isabel Domingos Architects Fig. 13: © Fernando Guerra

Fig. 14: © Fernando Guerra Fig. 15: © Fernando Guerra Fig. 16: © Fernando Guerra Fig. 17: © Fernando Guerra Fig. 18: © Fernando Guerra Fig. 17 and 18: Santa Maria Secondary School, Covered pathways, Classrooms.

Istanbul Technical University (ITU) Istanbul Technical University (ITU)

Aslihan Unlu Tavil being a full-time professor at Istanbul Technical University (ITU), Department of Architecture, she has taught several PhD, master’s and undergraduate classes on building technology and has conducted extensive research on sustainable building techno-logies and construction, building performance simulation, and high performance façade and window systems. Being a Fulbright Fellow, she taught as a Visiting Professor at Roger Williams University, School of Architecture, Art and Historic Preservation at Bristol, Rhode Island between 2012-2013. She has been working as the ITU coordinator of EU Erasmus Strategic Partnership Project "Re-use of modernist buildings".

Su Kardelen Erdoğan graduated from Istanbul Technical University (ITU), Department of Architecture in 2016. She is a master student at ITU in Environmental Control and Construction Technologies Program and she works as research assistant at Izmir Democracy University at the same time. Her studies focus on modern movement heritage and the technological value of modern buildings. In accordance with these subjects, she worked with ITU Team of EU Erasmus Strategic Partnership Project “Re-use of Modernist Buildings (RMB)” and joined RMB Conference in Detmold and student workshop in Marl.

She has been taking part in various activities of DOCOMOMO Turkey Group.

Technological Value Concept for