Cobbler type

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School types: barracks type, gangway type and cobbler type
  • classrooms
  • Stairwells
  • Corridors

    • The shoemaker type (also called shoemaker type ) is a design of school buildings that the architect Franz Schuster developed as part of the “ New Frankfurt ” project in the 1920s . Characteristic for the cobbler type is the access to two classrooms per floor by a centrally arranged staircase, with no corridors . In this way, every classroom can be lit and ventilated from two sides , which corresponded to educational reform ideas of openness and closeness to nature.

    features

    School of the "Erfurt" type , on the left the four-storey class wing (cobbler type), on the right connected to the three-story specialist wing

    A centrally arranged staircase opens up at least two classes, which means that additional corridors are not required. This allows the classrooms to be ventilated and illuminated from two sides and in full depth. The two-sided exposure enables classrooms with an almost square floor plan.

    Cross construction in Hamburg

    It is possible to arrange more than two classrooms per floor with access through a stairwell. For example, the features of Paul Seitz designed for the Hamburg Hochbauamt Kreuzbau four classrooms per floor, which depart as a wing-shaped cross from a central staircase. This three-storey building was realized 57 times in Hamburg. The disadvantage here is the poorer exposure of the rooms due to a less than optimal alignment with the cardinal direction. In addition, cross structures are difficult to combine with other buildings; they remain solitaires .

    A shoemaker-type classroom building is often combined with a horizontally accessible building for specialist cabinets. The U-shaped arrangement around the schoolyard is ideal, with the classroom building placed on the long side of the U and the specialist rooms and any administration buildings on the broad side. A gym is usually separate.

    Advantages and disadvantages

    The ventilation and lighting of all classrooms is possible from two sides. As a result, sufficient daylight for concentrated work is achieved in the room, even with greater depth . The standard configuration of windows and room orientation resulting from the conditions of the incidence of light in Central Europe provides for an approximately square room with a width of up to 9.5 m, which should then have a clear height of at least 3.25 m. To the left of the blackboard wall (as seen by the students) is the main window wall with high windows that take up to two thirds of the room height. The main window wall is placed on the left in order to provide the mostly right-handed students with good light when writing. To the right of the panel wall is the side window wall, typically equipped with a ribbon of windows, which should be as high as a third of the height of the room. This ribbon of windows should be as close as possible to the ceiling and be glazed to diffuse light . With two main window walls, room widths of up to 11 m can be achieved, but then with greater glare problems .

    The elimination of corridors reduces the built-up space and thus construction and operating costs . The disadvantage, however, is the difficult horizontal development. In order to reach an adjacent room on a different staircase, you have to go down and up again at the level of the first floor. Since there is only one entrance to each classroom, compliance with current fire protection standards is made more difficult, which require two structural escape routes for schools .

    In contrast to the classic pavilion school with its one to two-storey classroom buildings, which also strive for more natural light, the cobbler type can be built on several storeys. This saves building land, but increases the problems of development.

    Origin and Distribution

    The Niederursel elementary school (today Heinrich Kromer School) in Frankfurt am Main was opened in 1928. This school, built according to plans by Franz Schuster , is considered to be the archetype of the design. Although the cobbler type arose from the reform school movement of the 1920s, it only became popular in the period of reconstruction after the Second World War. In West Germany , the ideals of freedom, openness and naturalness were the focus of new school architecture. The cobbler seemed well suited for this with its better exposure; In addition, the almost square floor plans offered more opportunities for group work than the rectangular rooms of older schools designed for frontal teaching .

    Two type 65 units with four classrooms each in Hamburg

    In the one-story pavilion schools of the post-war period, access and two-sided lighting were not a problem; however, the space consumption was high. In Hamburg in 1965 a two-storey full assembly building of the cobbler type was developed with the type-65 , which was erected at 49 school locations in Hamburg by 1973. A Type-65 unit had four classrooms. The units were built free-standing or lined up; In the series variant, there was no front wall to save costs. Often the units were connected to other buildings on the school site by arcades .

    Aerial view of a double H school in Hamburg

    The series school building type 68 was a further development of the type 65, which was built around fifty times in Hamburg from the late 1960s to the mid-1970s. In the double-H configuration of the Type-68, two three-storey wings of the cobbler type face each other, each with two staircases, which are connected to each other by partially glazed trusses on all floors. Each wing structure has twelve classrooms; there are also a total of six group work rooms. The buildings consist of industrially prefabricated sandwich elements that were put together at the construction site. The buildings are structured horizontally in a grid of 1.80 m.

    In addition to series buildings, there were also individual designs, some of well-known architects, who realized the cobbler type in West Germany. One example is the Stauferschule in Lorch , built from 1955 to 1960 , a competition design by Behnisch + Lambart . The south wing of this originally as a primary school used the school building is designed as a transition type; The north wing, built as a cobblestone type, is connected via two glazed bridges. Ernst May managed the planning of the new housing estate Neue Vahr (1958–1964) in Bremen and used the cobbler type for the four new school buildings. The school on Otto-Braun-Straße, the design of which May planned in detail, had three cobblestone-type wings, which were demolished by 2017. May also used the cobbler type in a new school in Hamburg, while the Am Sooren School (1961–1969) in Rahlstedt received three two-story buildings of the form.

    From the mid-1970s, with a few exceptions, no more schools of the cobbler type were established in West Germany. On the one hand, this was a consequence of the demographic development - the number of pupils decreased with the pill kink , and the need for new school buildings decreased accordingly. In addition, the comprehensive school was introduced at the same time , which with its modular course system and high number of students per school location required better access to the rooms. This led to the designs of the 1970s, which were critically referred to as “school machines”, into which small units such as the cobbler no longer fit.

    School of the “Erfurt” type , the three stairways can be recognized by the slats.

    In the GDR almost all school buildings were built in skeleton or panel construction as type schools . Two of the popular GDR type schools corresponded to the cobbler type: The Rostock type was built exclusively in the Rostock district . The Erfurt type was built in seven districts; around 500 school buildings of the various sub-series were built. The classrooms of the four-storey main building of the Erfurt type are illuminated on both sides and have a square floor plan of 7 m × 7 m. Opposite the main building is a three-storey cube with specialist cabinets, which is connected to the main building with a connecting wing across all of its floors.

    Although Schuster came from Austria , the design he found could not prevail in his home country. Between 1918 and 1945 there were very few new school buildings in Austria, which also managed without major innovations. After 1945, school building in Austria followed the development of the school building typology in Western Europe. In the process, some innovations were implemented that were based on ideas from modernism and new building from the interwar period . These included the pavilion construction, the two-sided lighting, the square classroom, movable school furniture and - as an ultimately unsuccessful experiment - the open-air class . However, the two-sided lighting was mostly implemented in a pavilion construction or by means of fully glazed corridors; the sole access via stairwells was omitted with a few exceptions.

    Individual evidence

    1. ^ Boris Meyn: The history of the development of the Hamburg school building . Kovač, Hamburg 1998, ISBN 3-86064-707-5 , pp. 257-259.
    2. ^ Hanns Freymuth: Light . In: Heinz-Martin Fischer (Ed.): Textbook of building physics . Vieweg and Teubner, Wiesbaden 2008, ISBN 978-3-519-55014-3 , p. 502. ( Online )
    3. ↑ Rotraut Walden (ed.): Schools for the Future . Springer Fachmedien, Wiesbaden 2015, ISBN 978-3-658-09404-1 , p. 66
    4. ^ Boris Meyn: The history of the development of the Hamburg school building . Kovač, Hamburg 1998, ISBN 3-86064-707-5 , pp. 272-273.
    5. ^ Boris Meyn: The history of the development of the Hamburg school building. Kovač, Hamburg 1998, ISBN 3-86064-707-5 , pp. 274-275.
    6. ↑ Elisabeth Spieker: Günter Behnisch - the development of the architectural work: buildings, thoughts and interpretations . Institute for Public Buildings and Design of the University of Stuttgart, Stuttgart 2005, urn : nbn: de: bsz: 93-opus-24856 , pp. 53–55. (Dissertation, subchapter "Elementary school in Lorch (1955–1960)")
    7. ↑ Florian Seidel: Ernst May - Urban development and architecture in the years 1954–1970 . ZU Munich, Munich 2008, urn : nbn: de: bvb: 91-diss-20071210-635614-1-5 , p. 116.
    8. ↑ Kornelia Hattermann: Otto-Braun-Straße will be closed . In: Weser-Kurier, September 18, 2017.
    9. ↑ Florian Seidel: Ernst May - Urban development and architecture in the years 1954–1970 . ZU Munich, Munich 2008, urn : nbn: de: bvb: 91-diss-20071210-635614-1-5 , p. 145 f.
    10. ^ Christian Kühn: Rationalization and Flexibility: School Building Discourses of the 1960s and 1970s . In: Jeanette Böhme (Ed.): School architecture in interdisciplinary discourse . VS Verlag für Sozialwissenschaften, Wiesbaden 2009, ISBN 9783531918686 , pp. 283-298.
    11. ↑ Central Office for Standardization Issues and Economic Efficiency in Education (ZNWB): Type school buildings in the new federal states - modernization guidelines . Berlin 1999, p. 57. (Section type school Rostock )
    12. ↑ Jörg Niendorf: A guy who goes to school . In: Frankfurter Allgemeine Sonntagszeitung , May 26, 2010.
    13. ↑ E. Haselsteiner, M. Lorbek, G. Stosch, R. Temel: Handbuch Baustelle Schule: A guide to the ecologically sustainable renovation of schools . Federal Ministry for Transport, Innovation and Technology, Vienna 2010, pp. 73–78. (Reports from energy and environmental research, 47b / 2010, online )