Abstract
Bien que dominé par les espaces d’apprentissage et les espaces de représentation, le cadre spatial du lycée moderne comporte une situation intermédiare qui se manifeste à l’accueil des élèves après les vacances d’été. Dans les trois lycées à Copenhague étudiés, cette cérémonie interne a lieu dans la salle des fêtes; ensemble, la forme de l’espace et le déroulement de l’accueil résument la particularité pédagogique de chaque établissement. L’étude explore trois architectures scolaires du 20e et du début du 21e siècles, à savoir l’aula du lycée Øregaard (1924), la salle de concert du lycée Sankt Annæ (1972) et l’atrium du lycée Ørestad (2007). Toutes les salles des fêtes favorisent des pratiques par-ticulières, mais elles invitent aussi à un travail continu sur la communauté culturelle du lycée.
Although generally governed by a distinction between spaces of learning and spaces of representation, the spatial framework of the modern Danish secondary school also includes an intermediate situation which is actualized at the start of the academic year. In the three secondary schools studies in Copenhagen, an internal welcome ceremony takes place in the main hall; together, the form of the space and the welcome procedure represent the particular educational focus of each institution. The article explores three piece of school architecture from the 20th and the 21st centuries: the aula of Øregaard Gymnasium (1924), the concert hall of Sankt Annæ Gymnasium (1972), and the atrium of Ørestad Gymnasium (2007). All these spaces favour specific practices, but they also encourage continuous experiments concerning the cultural community of secondary schools.
Although generally governed by a distinction between spaces of learning and spaces of representation, the spatial framework of the modern Danish secondary school also includes an intermediate situation which is actualized at the start of the academic year. In the three secondary schools studies in Copenhagen, an internal welcome ceremony takes place in the main hall; together, the form of the space and the welcome procedure represent the particular educational focus of each institution. The article explores three piece of school architecture from the 20th and the 21st centuries: the aula of Øregaard Gymnasium (1924), the concert hall of Sankt Annæ Gymnasium (1972), and the atrium of Ørestad Gymnasium (2007). All these spaces favour specific practices, but they also encourage continuous experiments concerning the cultural community of secondary schools.
| Originalsprog | Fransk |
|---|---|
| Artikelnummer | 3 |
| Tidsskrift | Revue Internationale d'Education Sevres |
| Udgave nummer | 64 |
| Sider (fra-til) | 64-76, 3, 175, 177 |
| Antal sider | 16 |
| ISSN | 1254-4590 |
| Status | Udgivet - 2013 |
Emneord
- Det Humanistiske Fakultet
- skolearkitektur
- etnogratisk metode
- gymnasiearkitektur
- rumanalyse
- Ørestad Gymnasium
- Sankt Annæ Gymnasium
- Øregård Gymnasium
- undervisning
- Pædagogik
- København
- Gentofte
- moderne arkitektur