Adapted Spaces: A Typological Evolution Between School and Housing

Master thesis (2024)

Authors

M.S.A. Obersi Architecture and the Built Environment

Contributors

L.G.K. Spoormans Heritage & Architecture - Architecture and the Built Environment (mentor)
A. Pereira Roders Heritage & Architecture - Architecture and the Built Environment (graduation committee member)
E. Karanastasi Teachers of Practice / AE+T - Architecture and the Built Environment (graduation committee member)
Rachel Lee History, Form & Aesthetics - Architecture and the Built Environment (coach)
Faculty
Architecture and the Built Environment, Architecture and the Built Environment
More Info
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Published Date

18-06-2024

Language

English

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Faculty

Architecture and the Built Environment

Abstract

This master’s thesis was written as part of the graduation studio “Heritage & Architecture: Adapting 20th Century Heritage: Resourceful Housing” at Delft University of Technology. The cultural significance of buildings is increasingly recognized, with heritage structures offering glimpses into the past. Building preservation is evolving from simple protection to an integral part of sustainable urban growth, with adaptive reuse being a more effective approach.

In the Netherlands, schools are rapidly disappearing, primarily due to demolition driven by the new “Frisse Scholen” initiative by the RVO. Additionally, the declining number of students in both primary and secondary schools is causing further issues. According to Rijksoverheid (2023), merging two or more schools is a proposed solution to address the decrease in student numbers. This process leaves one or more school buildings vacant, presenting an opportunity for adaptive reuse projects.
Furthermore, the Netherlands is currently facing a housing shortage, with almost 400,000 dwellings needed. The current housing crisis demands more typologies and space for new homes. By combining the preservation of (post-war) school buildings with the need for housing, adaptive reuse strategies can transform heritage school buildings into residential spaces. Research on the intersection of these issues and the transformation of school buildings is still limited.

This thesis employs a mixed-method approach. A general comparative case study was conducted using the four approaches to building transformation by Hans Ibelings and Diederendirrix (2018). This framework was enhanced with a grid and spectrum system to classify and analyze the research cases. Further analysis utilized the "black/yellow/red" method to illustrate building adaptations. The value framework by Pereira Roders (2007) guided the identification of primary values. The research classified all cases as having either a repurpose or regenerate approach. Overviews of interventions were created, highlighting added and removed materials for one case.

Translating research into design, the Rendorpschool was studied to assess the impact on building fabric and environment of various typologies. Scenarios were evaluated based on three aspects: living quality, cultural value, and resourcefulness. The findings indicated that variants with better living quality had slightly less added volume, thus requiring fewer resources.

This thesis holds relevance for other designers. The school building intervention overviews provide a concise, visual summary of all interventions and can serve as a starting point for evaluating the comparative qualities of various interventions. It ensures that data for the three key features—interior building fabric, exterior building fabric, and function—is available. This research contributes not only to the societal impact of strategies to reuse vacant buildings but also offers professionals a tool for assessing interventions in school transformations into housing. The conclusions from the design phase can help apply results to other school transformations, understanding the impact of decisions on building volume and environmental impact, and aiding in the selection of appropriate typologies for their projects.