1. a r c h i t e c t 's j o u r n a l
029
UndergroundexpansionofMunkegardschool(byMandruparchitects2009)OriginallydesignedbyArch.ArneJacobsen,1957andDeclaredaprotectedsitein1990
Theschoolahsbeenexpandedwithanewundergroundfloor.
Theschoolhasbeenlistedforpreservationin1990.
"A Room of Their Own"
On studies and movement
דנמרק,קופנהגן,מונקגרדספרביתהשערתמונת
.1957–ביעקובסןארנהאדריכלע"ישתוכנןספרלביתקרקעיתתתהרחבה
)2009,מנדרופאדריכלים(ע"י.1990-בשימורמבנהוהוכרז
משלהם חדר
ולמידה תנועה אל מבט
The development administration activity
החינוך במשרד הפיתוח מנהל פעילות
photo:gavrielanussbaumנוסבאוםגבריאלה:תצלום
2. the subject, detailing its diffi-
culties and hardship, while oth-
ers present specific educational
buildings constructed throughout
Israel in the last few years.
The next issue will be dedi-
cated to the subject of housing,
this summer's hot topic, brought
to national attention by the so-
cial protest movement, which has
justly swept the country. The
cultural/social/environmental
dialogue has received a powerful
boost and created a multi-disci-
plinary combination of the many
bodies engaged in it.
We at the United Israeli
Architects Association have
joined the Spivak Commission,
offered our support to the pro-
test leaders, and participated
in lectures and discussions in
boulevards and encampments
throughout the country. The as-
sociations' youth wing, which un-
dertook to organize these events,
has curated an exhibit of projects
on the subject of housing in Tel
Aviv's Nordau Boulevard, which
included student projects and
has gained accolades. We are
hopeful that these activities will
continue, that their outcome will
be implemented, and that a more
just andequal society will be the
end result.
We are issuing an open call for
articles, projects, and refreshing
ideas on the subject of hous-
ing in all its many aspects and
attributes.
Yours, Gaby
העניינים תוכן
העורכת דבר 1
החינוך במשרד הפיתוח מינהל פעילות 2
החינוך במשרד הפיתוח מינהל ומנהל סמנכ"ל ,צרפתי יגאל
לדמותו קווים – ספר בית 10
אדריכלים ,קוריאל אברהם – אמר דינה
משלהם חדר 12
רונן שבע בת אדריכלית
נתניה ,""מורשת-זבולון ממלכתי-דתי ספר בית 14
רונן שבע בת אדריכלית
טובא באום ילדים וגן יסודי ספר בית 16
אדריכל ,חיאט שלמה
ולמידה תנועה אל מבט 18
גורדון רעות
צבייה אולפנת רשת לבנות תיכון בית-ספר 20
אדריכלים אלרוד
לוד על"ה – למדעים הספר בית 22
לוטן רמי אדריכל
ומלואו עולם – אחד ספר בית 24
שומר צפי אדריכלית
סעד בקיבוץ דעת ספר בית 28
ולדן רחל אדריכלית
עקיבא אור ,עתידים חינוך קריית 30
מוססקו צבי אדריכל
והתוכן הצורה 32
פובזנר גדעון אדריכל
ירושלים ,בהר-חומה הספר בית 36
גרדי שלום אדריכל
עירוני לתכנון ציבור ממבני 38
אורון ג'ויס אדריכלית
החינוך במערכת והמשבר האדריכלות 40
יחיעם יונה אדריכלית
][ההולנדית רחובות ,הרצוג חיים ע"ש הספר בית 44
שוהם אריק אדריכל
– לגלובליות מקומיות בין 46
הדיגיטלי בעידן וסביבה חברה ,תרבות לערכי חינוך
כלימור תגית אדריכלית
][ע"ר בישראל מאוחדים אדריכלים עמותת 53
ספר בתי בתכנון לאגפים הפיצול מגמת על 54
חרל"פ גדעון אדריכל
עילית ביתר ,יעקב בית סמינר — ביניים וחטיבת תיכון ספר בית 56
חרל"פ גדעון אדריכל
נתניה ,לבוביץ באורט ז-ח כיתות בניין 58
לזר דני אדריכל
מחקר תמצית / אנכיים ספר בתי 60
נוסבאום גבריאלה אדריכלית
יסודות ,בכיכר ספר בית 65
נוסבאום גבריאלה אדריכלית
סחנין ,סביבתי וחינוך למחקר המרכז 66
יאסין עבד אדריכל
עילית בנצרת חב"ד – ביניים וחטיבת יסודי ספר בית 70
פתוחה בתחרות ראשון פרס
אדריכלים כהן אורי
3. 1
Editorial
העורכת דבר
הופעתו את מחדש פרספקטיבה האדריכלים עמותת ביטאון
שהעמותה הוחלט זה זמן בפסק .שנתיים של הפוגה לאחר
במתכונת אור רואה הוא ועתה ,עצמאי באופן אותו תפיק
בכל לאור יצא הוא .דו-לשוני והוא רעננה הגרפיקה – חדשה
מרכזי לנושא יוקדש גיליון וכל חודשים ארבעה או שלושה
אותו נעלה לחברים המודפס הביטאון שיופץ לאחר .אחד
.הרחב לקהל יימכר גם והוא העמותה לאתר
הוא ,כשנתיים לפני אספנו זה לגיליון החומר שאת אף על
בסימן העומדים ,אלו בימים .מתמיד יותר היום משמעותי
אחד ,ותקווה הערכה ,התרגשות המעוררת חברתית מחאה
לכל ושוויוני טוב חינוך מתן הוא שלנו המרכזיים המאוויים
חלק .ואזורים מגדרים ,מגזרים בין הבדל ללא במדינה הילדים
חינוך מבני בניית הוא החינוך מערכת שדרוג מתהליך חשוב
שלנו הראשון והגיליון ,ולשהייה ללמידה וראויים נאותים
ספר בתי – חינוך מבני לתכנון כולו מוקדש הוא :זאת משקף
,צרפתי יגאל מר ,החינוך משרד סמנכ"ל .ועל-יסודיים יסודיים
על כותב ,החינוך במשרד התכנון מינהל בראש העומד
התכניות את ומתווה האחרונות בשנים המינהל פעולות
חינוך מבני בתכנון המתמחים אדריכלים כמה ,לעתיד
ועל חינוך מבני תכנון על כלליים מאמרים כאן מגישים
חינוך מבני מציגים ואחרים ,זה בתחום והתמורות הבעיות
.הארץ רחבי בכל האחרונות בשנים שנבנו
The United Israeli Architects
Association journal, "Perspectiva",
is resuming publication. After a
two-year hiatus, we have decided to
produce the magazine independently
by the association. The magazine
appears in a new, upgraded version,
both graphically and linguistically –
as we are now bilingual. Each issue
will be dedicated to a central theme,
and published every three to four
months. After being distributed to
members, the magazine will be up-
loaded on the association's website,
and will also be available for pur-
chase by the general public.
The first issue's theme is the plan-
ning of education buildings - elemen-
tary schools and high schools. The
work of collecting this material be-
gan two years ago, before the hiatus.
We are in the midst of an excit-
ing, admirable and inspiring social
protest. An important component
of that movement is our desire to
provide good, equal education to all
children in the country, regardless of
religion, gender, and geographical
location. As part of the process of
upgrading the education system, ad-
equate schools must be constructed,
which can provide a warm, inviting
environment in which children can
be taught progressive environmental
values.
The Education Ministry's Deputy
Director General, Mr. Yigal Tzarfati,
who heads the ministry's planning
development division, writes about
the division's actions in the last
few years and outlines its plans for
the future. Several architects who
specialize in planning educational
buildings have general articles on
שהעלתה החם הנושא – ודיור למגורים יוקדש הבא הגיליון
את שסחפה תנועה – המחאה תנועת הציבורי היום לסדר
התרבותי-חברתי-סביבתי השיח .האחרונים בחודשים כולנו
הגופים כל בין רב-תחומי שילוב ונוצר היום סדר לראש עלה
:כתף הטינו האדריכלים בעמותת אנו גם .במלאכה העוסקים
והשתתפנו המחאה במובילי תמכנו ,ספיבק לוועדת הצטרפנו
.בארץ ערים בכמה בשדרות ובדיונים בהרצאות
ארגון את עצמו על קיבל העמותה של הצעירים סניף
המגורים בנושא פרויקטים תערוכת והקים האירועים
עבודות גם הציגה התערוכה .בתל-אביב נורדאו בשדרות
שהפעילות מקווים אנו .רבים לשבחים וזכתה סטודנטים
צודקת תהיה שלנו ושהחברה ייושמו שהמסקנות ,תימשך
.יותר ושוויונית
ולפרסם לכתוב המעוניין לכל קורא בקול בזאת פונים אנו
בנושא העוסקים מרעננים ורעיונות פרויקטים ,מאמרים
במה לו ומציעים ,היבטים של רחב במגוון והדיור המגורים
.בפרספקטיבה
בברכה
גבי
AFKS & K-KONSULIT 'אדר ,פינלנד באספו רסטלה ספר בית
Rastala school in Espoo, Finland, arch. AFKS and K-Konsulit
7. 5
terms of employment. As in the "Ofek Chadash"
reform, here too, the teacher's weekly schedule will
change by adding individual and teacher assisting
hours. To implement the reform, the teachers' working
environment must be upgraded and adjusted to the
new work week; computerized working stations will
be established for teachers and pupils and learning
rooms in small groups. The work stations contribute
significantly to the reform's success, while improving
the learning and work conditions of teachers and pupils.
The Development Administration, in collaboration with
the Teachers' Organization and the Ministry of Treasury,
has formulated a few models for work stations. So
far, 179 educational institutions were budgeted in
106 authorities for a total of NIS 40 million. The Oz
Letmura" reform will be gradually implemented in the
high school, and the completion is scheduled for 2015.
The five-year plan determines how many classrooms
each year will be built in the next five years, and the
funding resources based in the government's decision.
During 2007-2011, the Ministry of Education had a five-
year plan to construct 8000 classrooms, an average of
1600 classrooms per year, which was fully executed. As
part of the lesson learned in the previous five-year plan,
extensive work was done over a year to formulate a new
plan. The work was done by a committee comprised
of Ministry of Education representatives, the Prime
minister's office and the Israel Central Bureau of
Statistics. With the committee's guidance, the Israel
Central Bureau of Statistics developed new models and
created a forecast for new construction throughout the
country in various cities and sectors. The forecast was
divided into the addition required for existing schools
and that which is needed for building new schools due
to new housing projects. The plan is at its final stages
of conclusion between the various parties, and will be
submitted o the government upon conclusion. The five-
year plan is highly significant, since it allows planning,
follow up and budget utilization in the most efficient
way.
I invite everyone to look into the Development
Administration's activity on our website at:
http://cms.education.gov.il/EducationCMS/Units/pituach
חיפה ,'ה עירוני ספר בית חצר
Ironi H' school courtyard, Haifa
8. 6
2 0 1 2 י נ ו יJ U N E
הוראה/למידה תומכות פינות 8 .מ"ר 53 ,לתמורה עוז
פרטנית לעבודה פינה 1
Oz Betmura, Teachers / Students working corners
/למידה הוראה תומכות פינות 14 .מ"ר 60 ,לתמורה עוז
פרטנית לעבודה פינה 1
Oz Betmura, Teachers / Students working corners
treatment of every pupil, close follow up of the
teacher after the pupils' advancement and a stronger
relationship between the teacher and the pupil, which
creates mutual respect.
— Present hours: hours that assist the teaching,
including time to prepare learning materials, meetings
with parents, checking papers, tests etc. Working at
school enables the teacher to maximize his personal
time and improves the availability between the teachers
and between them and the pupils.
Therefore, new working environments are required
at schools. The Development Administration, in
collaboration with Israeli Teachers Union, formulated
models for work spaces. In schools that prepared work
spaces in existing spaces, an outline for computerized
and air-conditioned working stations that answer
the above mentioned requirements was formulated.
In cases where the permit did not allow for the
establishment of the required number of work spaces,
dues to lack of available structures, the Development
Administration instructed to act according to the
procedure of preparing a school expansion program. The
Development Administration budgeted the acquisition
of movable structures for the sake of expanding the
schools and enabled the conversion of the budget
towards permanent structures, when the authority
participated in the construction costs when necessary.
From 2008, 1714 schools were budgeted for a sum of
NIS 136 million.
As part of the Ministry of Education's earthquake
preparation and following the government's decision
dated ,14.12.2008 which instructed to allot a budget
to fortify public structures against earthquakes, the
Development Administration is leading the preparation
of educational institutions against earthquakes. The
Development Administration is working to fortify
existing educational institutions in the quickest and
simplest way in order to ensure their resilience against
earthquakes and minimize damage to property and life,
while providing protection for a maximum amount for
pupils and teachers in minimal time. The inter-office
steering committee for earthquake preparation set
criteria for formulating the order of priority for fortifying
public institutions, and the Ministry of Education works
according to the committee's list. At this stage, we are
underway with 213 schools in 66 local authorities. At
this stage, we are examining the results of the tests for
level 1 and 2 in educational institutions (engineering
tests according to standard 2143, which give a
preliminary picture of the structure's seismic resilience
and the need for fortification.) So far, a sponsion of NIS
1 million was submitted to 49 educational institutions in
12 authorities, and another NIS 4 million for conducting
level 1 and 2 tests in 85 educational institutions.
The Development Administration is constantly
thinking ahead and prepares for the future so as to
best utilize the resources at its disposal and adjust the
education system to the changing reality. The two main
things the Development Administration is currently
working on are implementing the "Oz Letmura" reform
and formulating a new five-year plan.
The Oz Letmura" reform serves as an opportunity
for significant change in the high school from a
pedagogical-administrative aspect and in teachers'
9. 7
estimated at about 245 thousand sqm. and the cost of
removal was valued at about NIS 120 million.
During 2009-2010, a budget of NIS 67 million was
allotted to 91 local authorities and another NIS 54
million to 70 educational institutions belonging to the
Rural Education Administration – a total of NIS 121
million to remove and replace asbestos boards. All the
educational institutions, including education in rural
areas, boarding schools, youth villages, kindergartens
and schools in all local authorities as well as colleges for
training educators, were budgeted. It is noteworthy that
most of the authorities were asked to participate in the
cost between 0-40 percent, depending on their socio-
economic situation.
Another area the Construction and Budgeting Division
is entrusted with is accessibility. As part of the law
for equal rights to people with disabilities, the Ministry
of Education works to secure a learning environment
suitable for children and parents with physical or sensory
disability. In this important area, as in others, the
Development Administration is the executing branch in
the Ministry of Education and has budgeted about NIS 47
million for accessibility this year. Another area that has
been promoted in recent years is acoustic accessibility.
With each year that passes, we witness an increasing
awareness to the issue of hearing disability among pupils.
Since 2007, about 3400 classrooms were budgeted for
children with hearing disability in about 1850 schools and
about 250 kindergartens for a total cost of NIS 96 million.
The Ministry of Education also budgets changes in schools
for physically disabled children, such as installing an
elevator and building toilets suited for the handicapped.
As required by law, the Ministry of Education must make
all the schools accessible by 2019, and we are working
actively to fulfill this goal.
The "Ofek Chadash" reform required a readjustment in
schools, and here too, the Development Administration
entered the picture. The "Ofek Chadash" reform is a new
collective agreement for school teachers and principals
in the education system. The purpose of the agreement
is to promote the teacher's status in Israel and improve
educational services in order to reinforce Israeli pupils.
In December 2009, the agreement was signed between
the Israeli Teachers Union and the government, adding
two new types of working hours for the teacher:
— Individual hours: for working with small groups of
pupils, which mainly enables the teacher to promote weak
pupils and put them back on track in the early grades,
before the system loses them. The outcome - personal
adjusting plots for building educational institutions.
The architectural consultants guide and supervise the
administration staff throughout the planning, licensing
and construction procedure and represent the office
in inter-office committees dealing with planning,
construction, restoration and budgeting educational
structures. As said, the architectural consultants
participate in professional committees that examine
and redefine physical programs and required standards
for the infrastructure of educational structures. They
also regularly participate in another committee; the
judging committee, which is held for any projects whose
final scope if over 3000 meters gross, as well as special
projects determined by the construction and budgeting
director. The architectural consultant provides his
expert opinion on the architectural plan as well as the
entire project.
In 2007, the Sderot's Parents Committee appealed to
the Higher Court of Justice, claiming that schools in the
Gaza vicinity were not sheltered. The court accepted
the appeal and ordered the schools to be sheltered.
According to the court's decision, the Development
Administration budgeted the construction of 13 new
sheltered schools in the 7-km Gaza vicinity radius.
The schools' planning and construction was executed
according to the Rear Area Headquarters. In these
schools, the entire school ground serves as a sheltered
area, thus sparing people the need to run to shelters or
designated sheltered areas. The goal was to keep the
school routine uninterrupted and provide pupils with
a feeling of maximum security. Beyond the security
construction of the schools, they were also upgraded in
other areas such as equipping all classrooms with magic
boards and improved educational gardens. The rest
of the schools in the area were sheltered by the Rear
Area Headquarters in collaboration with the Ministry of
Education.
Another matter handled extensively by the Division is
the asbestos boards. The Development Administration
sees great importance in securing a learning
environment that protects the health of the pupils and
the teaching staff, which is why it decided to address
the matter and remove the asbestos boards from all
educational institutions belonging to the Ministry of
Education. In 2008, a survey was conducted by the
Development Administration on educational structures
containing asbestos boards. The survey results showed
about 450 educational institutions which contained
those boards. The total area of the asbestos boards was
10. 8
2 0 1 2 י נ ו יJ U N E
of institution (regular of special education), range of
grades (primary or post-primary) and the number of
classrooms and pupils.
2. Physical program – defines and characterizes the
functions and size of built areas required for the
planned school.
In recent years, the administration has located
educational needs in order to make changes and
adjustments in the standard program. The needs arise
both from the professional units in the ministry's
headquarters and the local authorities. After a
preliminary examination of the needs, professional
committees are established to discuss each matter
separately, in order to answer the needs to the fullest.
The committees involve actual school representatives
such as school principles and supervisors, as well as
professional representatives from the ministry, such
as architects, pedagogic staff and administration
representatives. The changes implemented so far
include increasing the programs of primary and post-
primary schools, inter alia, by increasing the size of
the parent classes; in primary schools, the classes were
expanded from 49 sqm. To 53 sqm., and in sport-primary
schools from 53 sqm. to 60 sqm. In addition, the area
of the teachers' quarters was enlarged; a library was
added to the primary schools and an auditorium to the
post-primary schools as part of the standard program.
Today, a working process is underway to change the
programs of science and technology labs, schools for
marine education, schools n hospitals and kindergarten
clusters.
The section of educational gardens and structural
design at Division A for mapping and designing at
the Development Administration office is working to
develop and implement policy guidelines for designing
the educational structure and improving its appearance,
while emphasizing aesthetic, social and pedagogical
aspects. Developing the educational garden as an
integral part of the school's texture enables the
expansion of the educational space outside of the
classroom, turning the garden into a complete space of
multi-layered meanings in the school experience.
An aesthetic, nurtured and designed learning
environment creates a receptive, inviting place for
the entire community (students, educational staff
and parents); one that provides a sense of belonging,
responsibility and pride. Creating a unique appearance
for a school is a statement that holds within it
architectural content and messages and serves as part
of the school's business card. From a social aspect,
the school yard is a natural place for socialization. A
well planned yard physically caters to the socialization
processes in different modules, and various types
and sizes of gatherings. Sitting areas for different
size groups, organizing and designing the manner of
sitting, the type of shading (natural and artificial)
and more. From a pedagogical aspect, the educational
gardens encourage the development of the school yard
as a significant space in promoting pedagogy and
cognitive processes. Planning the space must stem
from the school's vision and pedagogical principles and
enable inter-disciplinary work. The educational garden
enables both targeted and random learning through the
opportunities assimilated in the planning stage and
the creation of organizing axes, choice of facilities and
vegetation plan. The area outside the school structure
is utilized for creating research environments for
experimentation that cannot be conducted inside the
school structure and classrooms. Thus, the functional
planning of the educational structure serves optimal
teaching/learning processes.
The educational garden, then, is the product of a
wise encounter between pedagogical vision, functional
planning and an architectural statement. The
aesthetic, social and pedagogical aspects are perceived
as promoting an optimal school atmosphere, and
contribute to the learning and teaching processes, the
educational activity and the positive social interaction.
A cultural and aesthetic learning environment enabling
socialization and cognitive processes of high order also
contributes to the prevention of vandalism, friction and
violence.
The Construction and Budgeting Division is responsible
for handling and actualizing the development budget.
This Division continues the work process once the
physical and pedagogical programs are edited and
approved by the Mapping and Planning Division. The
Construction and Budgeting Division participates in
setting an annual development plan according to the
procedures and within the framework of the approved
annual budgets. The Division's activity spreads across
many diverse areas of responsibility.
The large building scope each year requires a
stronger architectural palling and supervision effort.
The Development Administration uses architectural
consultants for various positions. These architects offer
consultation to the administration on master plans,
urban planning, examination of land documents and
11. 9
Yigal Zarfati*
The Development Administration is in charge of the
planning, organization and development of the various
educational systems in Israel of all age groups. The
main objectives of the administration are reflected in
the following key areas:
• Ensuring the physical conditions (construction of
new educational institutions and/or restoring existing
structures) suitable for conducting study programs for
all ages
• kindergarten education for 3-5 year olds, primary and
post-primary schools, regional colleges and colleges for
training educators.
• Assisting in fulfilling the educational-pedagogic
objectives as well as the social objectives set by the
board of edשucation.
• Ensuring alternative logistical means for permanent
construction, such as funding temporary construction,
transportation, rent, etc. as well as participation in
funding the basic equipment for new classes.
• Participating in various academic and inter-office
research projects about planning educational systems in
particular and urban planning in general.
• Assisting in designing the school structure, improving
its appearance and cultivating aesthetic aspects in the
learning environment.
• Ensuring the budgetary means for fulfilling the above
detailed objectives.
The developmental needs of the education system stem
from a number of factors, inter alia, the natural growth
of the system- the gap between those entering and
leaving the system; the internal migration between
neighborhoods and cities; implementing innovative
teaching methods that require the creation of new
and suitable educational spaces and more. The local
authorities are the main clients of the Development
Administration. The administration's work is
conducted in full collaboration with the authorities'
representatives, and is aimed at improving the quality
of service.
* Deputy Director General and Director of the Development
Administration at the Ministry of Education.
Written with the assistance of Ms. Adi Dekel
The administration is made up of three Divisions;
Mapping and Planning Division, Construction and
Budgeting Division and Supply and Transportation
Division. In recent years, the Development
Administration has initiated and participated in
many significant projects of far-reaching implications
on the Israeli education system. The Development
Administration has proven to be attentive to the actual
reported needs and is working diligently and effectively
to improve the physical conditions of the education
system.
The Mapping and Planning Division is responsible for
the physical planning of the education system on all its
variety and stages in all the local authorities in Israel.
The planning is based on an analysis of the demographic
and urban developmental processes in the local and
regional authorities, and the implementation of the
ministry's educational, social and organizational policy.
The guiding principles of the Division are ensuring
the system's proper level of conduct and its optimal
organization, with emphasis on using existing resources
efficiently and economically.
The Division determines the Development Adminis-
tration's annual development plan in the following
areas: building new school structures, expanding and
restoring existing structures, exchanging structures that
were examined and found to be faulty and securing
alternative means for permanent construction, such as
determining the need for funding temporary structures,
determining inter-city mapping for participation in
funding transportation and the need to rent structures
in order to approve participation in paying rent. The
Division determines the annual budgetary allocations of
the development budget.
Another function fulfilled by the Division is the
preparation of programs for planning educational
institutions for each of the educational institution types
existing in the Israeli education system. The program
serves as a principal acknowledgement of the need for
construction, and a document that every institution's
architectural plan must adhere to. The program is
comprised of two parts:
1. Pedagogic program – defines the institution's
character and designated size according to the type
The development administration activity
12. 10
2 0 1 2 י נ ו יJ U N E
move. The buildings are assembled
to create streets/lanes, and each, in
turn, is perceived as a 'home' to a
specific age group..
Out of this seemingly random dis-
persal of volumes grows a sense of
belonging, solidarity, responsibility,
friendship and curiosity. This is an
image of a building which, more than
an urban monument, is a house to
live in.
לדמותו קווים – ספר בית
אדריכלים ,קוריאל אברהם – אמר דינה
מסרים מתגבשים שבה זירה .זירה הינו ספר בית
התלמידים של הבסיסיות העמדות בעיצוב המשתתפים
על ,הקהילה על ;שבדרך האזרחים ,חבריהם ועל עצמם על
,בין–אישית התנהגות כללי על ,וידע סמכות של מקורות
זה .ליצירתיות ,לטבע ,לניקיון ,ליופי הנוגעים ערכים על
בחינה מתוך שלנו החברה של דמותה מתהווה שבו המקום
.יומית יום והתמודדות
בין כמתווכים משמשים ספר בתי המתכננים אדריכלים
,הרשות הנחיות ,התלמידים אורחות לבין הפדגוגית המדיניות
הולך ידינו תחת .ועוד ועוד ,תקציב מסגרת ,בטיחות חוקי
.חזותי טקסט מעין שהיא דמות ולובש הספר בית מבנה
הסמכות מקור של גישתו את חושפת המבנה קריאת
חייהם את בזמן ובו ,לנתינים-תלמידים – החינוך מערכת –
וכישורים ידע בו רוכשים שהם בזמן כתליו בין המתנהלים
.לחיים
בית של דמותו אחר בחיפוש עוסקים אנו שנה עשרים זה
חיפוש .בתוכו הנצברות החוויות ואחר מאפייניו אחר – הספר
בין המתהווה הסביבה של באופיה להתבונן מאתנו דרש זה
נתינת של בחשיבות להבחין בבד ובד ,ולהבינה המבנה כותלי
ייחודית היא מחפשים שאנחנו והזהות .זו לסביבה זהות
.לשכפול ניתנת ואינה ועצמאית
השנים במרוצת אופיו את שינה הספר בית כי הטוענים יש
מני אחד למקום ידע קונים שבו ממקום הפך ,האחרונות
השכלה בו משנקנית ויותר ,אליו להיחשף ניתן שבו רבים
הטכנולוגיות שהתמורות וכן ,חברתיים כישורים בו לומדים
גישתּה את לשנות החינוך מערכת את אילצו בדורנו
בעיצובה גם מהותי שינוי נדרש לכך ובהתאמה ,לתלמידיה
דמות מחפשים אחרים לעומתם .הספר בית מבנה דמות של
וטכנולוגיים צורניים במחוזות הספר בית למבנה חדשה
אף ואנו זו גישה שוללים איננו .""עכשוויים לעתים שנקראים
.פעם מדי כאלה במחוזות לפעול נהנים
כמבנה תפקידו על לשמור ממשיך הספר בית ,כך או כך
אותו רוקנו לא עדיין האחרונות התמורות .בית שהוא ציבורי
,נוער בני נפגשים ובו יום יום חיים המתמלא כמקום מתוכנו
דקה שלנו החברה מתעצבת ובו והשקפות דעות מחליפים
היום — לפנינו שעומדת המשימה כן ועל .שעה ושעה דקה
את זה וממסד ציבור מבנה על להלביש היא – שאת ביתר
.בית של והאינטימית יומית היום דמותו
ים בקריית הספר בית אל מבט
View of the school in Kiryat Yam
בינוי תכנית - ים בקריית ספר בית
School in Kiryat Yam - general plan
ביוקנעם תדהר ספר בית
Tidhar school in Yokneam
13. 11
The Main
Characteristics
of The Image
of a School
Dina Ammar –
Avraham Curiel Architects
The image of our society is formed in
our schools.
Architects planning schools serve
as mediators between pedagogic pol-
icy, local authority instructions, safe-
ty regulations, budget frameworks
and students' daily routines. Under
the architect's hands, the structure
of the school takes its form, reveal-
ing the relationship between the ed-
ucation system and its clients – the
students.
After 20 years of searching for ways
to define the image of the school
and the experiences held between its
walls, we have come to understand
the importance of giving a unique
identity to the school environmnet.
Some claim that with the techno-
logical leaps of the last generations,
the role of the school as the exclu-
sive knowledge disperser has dimin-
ished, and that the school needs to
change its format and its image to be
more contemporary. We do not rule
out this approach, and enjoy utiliz-
ing it occasionally.
However, the school has kept its
role as a public building that is also
a home, and our mission today, more
than ever, is giving the school its
everyday, intimate quality as a home
for its inhabitants.
The image of our school is formed
by the experiences gained in a va-
riety of spaces and places, with the
freedom to choose where and how to
use them, and interact in them. This
form of school is somewhat less rigid,
with an array of paths and ways to
כגג נוכחותו היא הספר בית של ביותר הבולטת תכונתו
הזה הגג את .מגוונים בחללים מפגשים תחתיו המכנס אחד
הזה לגג לו אל אולם ,הסמכות מקור ,החינוך מערכת מקימה
מפני ,מנוכרת סמכות ומקרינת יחידנית צורה ללבוש
.בית לו הקוראים ותלמידים מורים מסתופפים שתחתיו
וחומרים צורות מעולם בחירות לאמץ לו אל גם זה מטעם
.אפנות של כדרכן ולחלוף להתיישן העלולים
בין הנאספים של המשפחתי והאופי יומי היום השימוש
.בתכלית שונה דמות מכתיבים כתליו
חללים של מאוסף מתקבלת שלנו הספר בית של דמותו
ייתנו ,אתם היכרות שיערכו כדי למבקרים פתוחים ומקומות
פתוחים הם ,מכול יותר .אליהם יתוודעו ,משמעות להם
חרוזים כמו ,בחירתם לפי אותם שירכיבו למבקרים
.הוא ובחירתו אחד כל .לשרשרת
באופן בנויה סביבה של מאפיינים לובש זה מעין ספר בית
אלא ומרוכז יחיד תנועה מערך בה אין .מסוימת במידה מפוזר
עם .המבנים בין בהם לנוע וניתן ,ונתיבים שבילים של מארג
מהם אחד וכל ,רחובות רחובות ליצירת ערוכים המבנים ,זאת
לתכלית או מסוימת גיל קבוצת של לשימושה כבית נתפס
ומתהווה צומחת ,לכאורה ,האקראי הפיזור מתוך .מסוימת
,סולידריות ,שייכות של תחושה גם בחובה שטומנת משמעות
זוהי .להתוודע ,להכיר ,ללמוד – וסקרנות חברות ,אחריות
שניתן בית היא עירוני מוסד משהיא שיותר בניין של דמות
.באמת בו לגור
פנימיים רחובות — נתניה ,עגנון ש"י מקיף ספר בית
Shai Agnon comprehensive school , Netanya — inner streets
במוקבילה ספר בית חצר
Inner courtyard in Mukabile School
במוקבילה הספר בית תכנית
Mukabile School plan
בינוי תכנית - בנתניה עגנון ש"י מקיף ספר בית
Shai Agnon comprehensive school, Netanya- site plan
גת בקריית ספר בית
school in Kiryat Gat