Diploma 2016 - "Eidsvåg school renovation project" by Julia Sheshegova Somby


Short project description.


The project focuses on one of the Eidsvåg school buildings that represents a

rather typical school of the late 50s-60s. The relation between the teacher and student

formed the old school room structure, it was orientated always from the teacher to a

student, as the teacher was a source of knowledge and truth and the student was an

almost passive listener and learner.

Today’s educational systems don’t have this clear hierarchy anymore, linear structure

is doubted, the communication between students and their involvement in the active

process of study becomes more important and valuable and the existing school buildings

should be adjusted to these social changes.


Diversity in surrounding conditions and variety of qualities make it easier

for children to find a comfortable/challenging place they want to be in at the particular

moment of their day. The edge between the building and the surrounding landscape is

articulated and rethought, and the project is working both in specific Eidsvåg school

conditions and its vocabulary can be implemented within generic typology of the similar


New school should answer the needs for universal design. It should also be more accessible

from the social point of view, more involved in a local community life. The

territory of the school should be used by the community outside the school hours.To

archive this one floor of the building opens towards the fjord and functions as community

accessible. The courtyard is developed in the way that keeps it private in the school

hours but in the weekends it can be used as a public park and playground. The access

to nature is also an aspect that should be considered. In our case it is also a green corridor

that is going through the school territory- it is supported by the natural park area.


The primary school block is located on the terrain, the entrances to the building is

located in the opposite ends of the second floor while the ground floor has only the

emergency exit. The proposal is to change the linear structure with the entrance group

in the ends to more open structure, that helps to involve the outdoor territory in the

learning process. The first three floors of the building will function rather independent

from each other, giving different level of public access and privacy for the primary


Different typology of the classrooms and space in between them evolves from the

theoretical studies of learning psycho types and the theory of play as a learning engine.

Corridors no longer function as a route from room A to room B, but as a self-important


Place to gather, to share resources and knowledge, work on projects, network and

build- the Makerspace. It should have an opportunity to function outside of

school hours and work not only for school but for community- to have direct access in

and out and preferable from both facades. I suggest to place it instead the connecting

block and use this new volume to add the new characteristic to the main facade.

The volume that says that the change had happened, “updates the identity” of the





Exhibition description.

The Context panel that describes the big scale conditions that lead to the particular solutions. The model of the solar sphere that shows the sun conditions on the plot.


1:500 model of the school and surroundings


Table with “vocabulary” of the social situations (60)  that are triggered by physical environment. Numbers are coordinated with the tags on 1:500 model and 1:50 model. They show where these situations appear/might appear in Eidsvåg school.


The table with conceptual models showing the process.


1:50 model of the main classroom building with movable objects. Tags with numbers are coordinated with the “vocabulary” table, showing where these situations appear/might appear in Eidsvåg school.