Fidanlar Construction Anka Bilim College Project
Location: Incek / ANKARA
Total Area: 14.101 m²
Project Date: 2017
Completed: 2019
Anka Bilim School is scheduled to open during the 2019-2020 school education at Incek region in which housing and Ankara’s investment in education are increasing. The investor company realizes a project of approximately 700 houses for 50.000 m2 of land in the same region with the educational investment, with all social equipment and service units. Since the beginning of the project, the construction investor company (Fidanlar Co.), Anka Science School-Business investors and Project Author have worked together. The school will be physically independent with the housing project on 6500 m2 of this land; kindergarten, primary, secondary and high school level and provide education with a capacity of 1500 students. In the preliminary design of the school; The basic elements such as land structure, pattern among age groups and levels, accessibility, the effect of spaces on student development, the importance of open and closed extracurricular volumes, ease of operation and use were examined in detail and the main fiction was made according to the following basic decisions:
1.The design should create spaces that can be closed by turning the 10 m elevation in favor of the land and regulate the space relations by taking the spaces to different elevations and providing outdoor access.
2.Educational spaces and other related units for age groups and class levels should be positioned according to the relationship order and allow the school administration to use the spaces flexibly according to the education planning.
3.The maximum number of qualified and useful outdoor and indoor common areas allowed by the land and the needs of program should be defined.
4.It should provide ease of access and options for both school and holiday activities and summer school activities.
Inside the building; there are 16 pre-school classrooms, 16 primary school classrooms, 17 middle school,17 high school classrooms, 12 different purpose laboratories, multi-purpose halls, conference hall for 370 people, indoor sports hall, indoor swimming pools, library, according to age groups cafeteria, exhibition and ceremony hall, administrative and training offices, support offices and service units. It consists of 7 floors and 5 blocks connected to each other.
The kindergarten block is located in the lowest elevation of the land. Consists of 4 floors. The floor of this block is the lowest level of the whole school. In addition, the block includes the basement floor and technical service units under the pool-library block. On the ground floor of the kindergarten there are entrance-reception and parent communication offices, classrooms and cafeteria. It connects the cafeteria and kitchen with the service corridor to the building, which also provides a short access to the swimming pool for kindergarten students. Classrooms, service units and teacher rooms continue on the first and second floors. Independent parent-student access from the ground floor and exit to the kindergarten garden, exit from the first floor to the kindergarten primary school garden and access to the library from the second floor are present.
Between the kindergarten and primary school block, there is a closed swimming pool on the lower two floors and a connection block which works as a library on the upper two floors. The lower part of this block constitutes the dressing rooms and service units, while the upper part serves as a kindergarten-primary school garden and children’s amphitheater. The indoor swimming pool and library can be reached independently in the main entrance block and in the kindergarten unit.
The primary and secondary schools are symmetrically angled. The central open area defined by this block works as the main entrance square and ceremony area of the building and ends with the main entrance block behind it. There is an open ceremony area and 2 leveled transparent facade behind the exhibition and entrance hall which will also work as a closed ceremony area. The angular layout of the primary and secondary school determines the geometry of the conference hall under the square and strengthens the function of the hall visually and audibly. In addition, the sections of these blocks at the ground level of the conference hall form the foyer that surrounds the hall in the form of “u”. The foyer establishes a physical relationship with the 500 m2 space, which opens straight into the backyard. The conference hall, foyer, cafeteria and garden relations have been established on the same level and many kinds of activities can be planned and done.
The placement of the primary and secondary school blocks is similar. Due to the elevation only, the number of floors and the number of floors differ. The angular expanding corridors in the plan both carry the density added to the circulation towards the center of the building and allow for free time. There are laboratories on the lower floors and classrooms on the upper floors. Teacher and administrative offices are located in the main entrance block where the blocks are connected. All school blocks have their own vertical circulation and wet volume.
The high school block is positioned perpendicular to the other blocks. In this way, a large area was created in front of it, a sports hall closed to the ground, and a high school garden-outdoor sports field was placed on top of this area. There are laboratory areas on the lower floors and classrooms on the upper floors.
Open areas are listed from north to south respectively; Kindergarten garden, Kindergarten-Primary School Garden, Primary-Secondary School Garden (ceremonial area), Middle School and High School Garden (Outdoor sports area). These gardens have direct exits at the associated educational levels and offer different alternatives to school management. The backyard is for all groups and is accessible by direct exits in the refectory area.
According to the level of kindergarten, primary school, secondary school and high school, it was paid attention to create spaces where students can spend free time and social and cultural activities both in their own blocks and in places where common transportation can be provided. Corridors providing access to all classrooms; the students were able to spend time in extra-curricular short-time. There are multi-purpose areas, music and painting workshops within the primary, secondary and high schools. Each of these schools has access to the conference hall, exhibition hall and library areas, and provides easy access to the swimming pool and gym for sports activities. The placement of the open spaces and the transportation of the students to these spaces were made according to the school groups. During the day, importance was given not only to the use of time in closed areas but also in open areas.
The location of the project, the architectural and technical design of the training model, maximum benefit, flexible use and land-direction-daylight usage, such as the water was considered. Classrooms, laboratories and common areas have been created according to age groups and transportation pattern has been given importance to these areas. All classrooms are placed in the direction of the sun, receiving useful daylight from the left. The facades of the classrooms facing the corridors are designed as glass over 150 cm, thus, while the student sitting in the classroom cannot see the outside, transparency is provided by establishing a visual relation to the classrooms in the direction of the corridor. Electromechanical installation plans are required to provide maximum benefit to all areas. It has been tried to provide energy efficiency with the choice of façade ratio and heat insulation according to the usage of the spaces by paying attention to its location.
The elevated structure of the school, the different locations of the places and the access to the outside and the neighborhoods from many points bring functional richness. A pattern in the logic of color-coding has been created in the interior to strengthen access and facilitate access. Accordingly, the student is not interested in what floor he is on, but on which colored floor he is on. This pattern is designed from kindergarten education to secondary school education and from floor gates to floor corridors.
