SCHOOL COMPLEX "DUNAV" IN VUKOVAR

LOCATION
Vukovar, Croatia

COMPETITION YEAR
september 2015

ARCHITECTURE OFFICE
Ravnikar - Potokar arhitekturni biro d.o.o.

ARCHITECTURE
Robert Potokar, Ajdin Bajrović, Primož Žitnik

PRIZE
2nd Prize

The urban design follows the given guidelines, while the architectural expression is largely defined by the scale of the surrounding built fabric and the rhythmic alternation of open and enclosed spaces—solid and void—characteristic of the wider context. The built form articulates the site in a coherent manner. The classroom programme is arranged in the quieter southern part, while the sports hall is positioned closer to the more urban character of the city.

Two entrance spaces are formed. To the north, a plaza acts as an extension of the park and, via the school playground, connects the urban space with the new school. The rhythmic composition structures the site and creates a sequence of environments consistent with contemporary pedagogical principles as well as the specific requirements of the school’s intercultural programme.

The direct relationship with Villa Dr Eler is established through a respectful setback and the minimum possible physical contact. An unobstructed passage around the building is maintained, while the connecting element simultaneously forms a canopy over the existing entrance.

The permeability of the public and general-use programme enables connections with the existing green areas of the 2nd Colony to the west and the newly created playground to the east. The reinterpretation of the building typology allows the classrooms to be optimally oriented while also providing high-quality opportunities for outdoor learning for the youngest pupils.

The building is vertically zoned. The ground floor accommodates public programmes and the lower primary grades, while the upper floor contains subject-specific classrooms and the administration. An outdoor sports court is also located at upper-floor level.

The distribution of programmes enables the individual sections to operate independently, while the direct proximity of the teachers’ spaces allows for continuous interaction with the pupils. Both levels contain a combination of indoor and outdoor communal spaces, encouraging spontaneous encounters, social interaction and informal leisure activities.