“There is a garden in her face.” Thomas CampionSpace has no room, time not a moment for us. We are excluded.In order to be included – to help our homecoming – we must be gathered into their meaning. We are the subject as well as the object of architecture).Whatever space and time mean, place and occasion mean more.For space in our image is place, and time in our image is occasion.Today, "Space" and what it should coincide with in order to become space – humanity at home with ourselves – are lost. Both search the same place, but cannot find it.Provide that place.El “Espacio” no encuentra su lugar, el “Tiempo” ni un solo momento para nosotros.Hemos sido excluidos.Con el objetivo de incluirnos, de propiciar que “regresemos a casa”, debemos ser reunidos de nuevo con aquellocargado de profundo y verdadero significado. Somos tanto el sujeto como el objeto de la arquitectura.Sea lo que sea que espacio y tiempo signifiquen, lugar y ocasión significan mucho más.“Espacio” en nuestra experiencia es lugar, “Tiempo” es ocasión.En este momento, el “Espacio” y todo aquello con lo que debería coincidir para convertirse en espacio, la humanidad en su hogar consigo misma, se encuentran perdidos. Todos buscan el mismo lugar, pero no consiguen encontrarlo.Dispongamos de ese lugar.Is humanity able to penetrate the material we organize into hard shape between one person and another, between what is here and what is there, between this and a following moment?Is humanity able to find the right place for the right occasion?Is humanity able to linger?No – so start with this: articulate the in-between. Makea welcome of each doora countenance of each window.¿Es la humanidad capaz de penetrar el material que ella misma organiza como una forma dura entre un hombre y otro, entre lo que allí se encuentra y lo que se halla aquí, entre éste y el momento siguiente?¿Es el hombre capaz de encontrar el lugar adecuado para la ocasión adecuada?No, así que empieza por aquí: articula el espacio intersticial. Haz,una bienvenida de cada puerta,un rostro de cada ventana.Make of each a place; a bunch of places of each house and each city (a house is a tiny city, a city a huge house).Get closer to the shifting center of human reality and build its contraform – for each person and all people, since they no longer do it themselves.Haz de cada una un lugar, un conjunto de lugares de cada casa y cada ciudad, siendo así una casa una pequeña ciudad, una ciudad una gran casa.Acércate todo lo que puedas a la condición humana y construye su contorno, para cada persona y todas a su vez, ya que ellas ya no consiguen hacerlo por sí mismas.Whoever attempts to solve the riddle of "Spac"e in the abstract will construct the outline of emptiness and call it space.Whoever attempts to meet humanity in the abstract will speak with an echo and call this dialogue.Humans still breathe in and out.When is architecture going to do the same?Cualquiera que intente resolver el enigma del “Espacio” en abstracto, construirá el perímetro del vacío y llamará a eso espacio.Cualquiera que intente conocer la humanidad en abstracto, hablará con su eco y a eso lo llamará diálogo.Los seres humanos aún respiran.¿Cuándo hará la arquitectura lo mismo?Aldo Van Eyck - The Child, the City and the Artist

URBANITY

The new public school of Llubí is situated on the front area of the plot, preserving the existing alignment to the Carrer Roca Llisa, and unfolds its classrooms in a staggered layout, being alternating with patios. The building thus takes full advantage of the Mallorcan climate by providing different spaces for outdoor play and learning, accessible from each classroom. The location of the building liberates an open space for collective recreation to the south.

The building distances itself from the street to generate access to the school. The entrance presents a series of elements that qualify this new area between two different worlds, the street and the school: a canopy protects people from the rain and the sun, and several elements of seat, especially important for parents while waiting for the departure of the children, structure the new square.

Each classroom forms a spatial unit, in turn spatially divided into smaller areas. The junction between the classrooms is used as common areas, generating free vertical spaces through which the zenith penetrates.

The project seeks to move away from the traditional classroom concept to give way to a series of versatile, flexible composition spaces. Basically, communication spaces between the classrooms are accurately defined, being no longer simple access corridors in order to become places of social activity, interaction, characterized as customizable, flexible and functional.

The relationship between the classrooms and the corridors is related to that between the houses and the street, and community life existing there is transferred to the school. This "collective space" also serves as a place of transition between the public and the private, admits the relationship between students, and between them and teachers, and even allows the interaction of parents, who become part of the "community school".

The characterization of these in-between spaces is solved through skylights and through the careful definition of the system nodes, in which the structural system is unfold and visiblilized. These crossing spaces are colonized by a stony furniture that admits multiple uses: waiting benches, meeting places, play spaces. The supply of natural light and air is maximized in order to create a stimulating environment for learning.

The spaces destined to the teachers are located in a central position, next to the school access. The mix-used classroom and dining room are located on the perimeter of the building, facing the street, allowing independent access to them beyond school hours.

The system layout makes possible a future extension of the school towards the south, being very easy to propose an extension of one or two classrooms with their own courtyards.

The construction of the school is intended in Glulam wood, for its sensorial, mechanical, and energetic qualities. On one hand, wooden surfaces radiate warmth and represent solidity, quality, harmony, and authenticity, all of which are interesting values ​​to convey in a school. In addition, the ecological properties of wood as a sustainable building material, with a very low environmental impact, have encouraged the use of this material in the school project. The wood is renewable and sustainable in the long term, is an excellent store of carbon dioxide, and is very efficient as a thermal insulation. The ease of assembly, short construction time, and dry construction are also advantages that have been taken into account in the choice of the construction system.

The structure of wood boards is supported on a first layer of concrete block walls on the foundation to ensure a better protection to the wood boards at the lower part of the walls.

The skylights located above the in-between spaces illuminate and ventilate the building, acting as thermal chimneys that contribute, beside the courtyards, to the best cross ventilation within the school.