ABSTRACT
Taking its cue from the earlier Albert Einstein Gymnasium, the architect has adopted a strong form to respond to the fragmented physical and social conditions surrounding the site. Accommodation is divided between two blocks comprising sports facilities and, to the southeast, academic classrooms and science laboratories. There is a multi-function assembly hall for theatre, music and drama at the heart of this block. Both parts are then circumscribed by a great circular perimeter wall, with a diameter of 160 metres. The elements of the composition sit within, disposed asymmetrically to maintain an informal relationship to this pure geometric shape.
The architect believes that it is a strong unifying architectural statement, yet one which remains partly open to the surrounding landscape and therefore democratic in spirit. Stefan Scholz also refers to it as a fortified structure, slightly raised above the ground, insulating its users against a harsh external environment. The rotunda establishes an enclosed courtyard effect, which is used as an external play space; the social world of young people is symbolically at the centre of things, with half the accommodation looking over this pleasant secure area. A small circular lake seeps out into the landscape beyond, again subtly unbalancing the natural symmetry of the form. The external access ramp is on axis with the internal atrium to provide a visual connection. The architecture has an articulacy which is important in such a large building. This is achieved not just by the use of primary forms but also by the use of particular materials: the external façade (left) is in brick whilst the internal elevations are white-painted render to distinguish between backs and fronts; this legibility is important in this degraded urban environment of the former East Berlin. https://s3-euw1-ap-pe-df-pch-content-public-p.s3.eu-west-1.amazonaws.com/9780080499291/f70b01ec-99da-4e86-a882-bbb9f643b2de/content/figcs18_4_C.jpg" xmlns:xlink="https://www.w3.org/1999/xlink"/> (Photo: © Ulrich Schwarz.)
The permeability of the wall is emphasized by the provision of rooms which open outwards away from the central courtyard to engage with the surrounding site 223areas. The accommodation sneaks out from behind the brick wall; there is a function room for hire, raised external picnic areas and external sports facilities to complement the two great sports halls. These are available to the community outside of school hours. The academic side of the building is condensed without appearing too cramped. The external two-storey walls of classrooms are clad both externally and internally in red-brick. On the internal courtyard elevations the laboratories and administrative facilities are clothed in glass blocks and white brick, a reflection of the more fluid activities taking place within. The boundary of the school is marked out by the form of the rotunda which has a symbolic presence around the open northern side, marking out the territory of the school, an interface between the formal and the informal landscape of dachas with allotments. This clarity becomes all important when viewed in three dimensions (drawing of bird's eye perspective). https://s3-euw1-ap-pe-df-pch-content-public-p.s3.eu-west-1.amazonaws.com/9780080499291/f70b01ec-99da-4e86-a882-bbb9f643b2de/content/figcs18_5_C.jpg" xmlns:xlink="https://www.w3.org/1999/xlink"/> (Photo: © Ulrich Schwarz.)
The juxtaposition of curved and orthogonal geometries creates an interesting sequence of intermediate spaces within the teaching block. The area is covered over by a heavy concrete roof pierced with circular lanterns admitting natural light and ventilation. It is criss-crossed by galleries and staircases. With its exposed concrete finishes and long vistas, this is one of its weaker architectural moments. It appears somewhat austere at times; however, it can be said that a cool backdrop is established for the animated interactions of the students rushing between classes. Careful attention to the acoustics ensures that noise is never a problem even when the spaces are full to bursting.
Unlike many other secondary schools based on a more dispersed campus layout, this school is easy to get around with the majority of its teaching spaces enclosed within this area; travel distances are limited. Inspired by the rationalist theories of O.M. Ungers and Aldo Rossi, this is a building which is both powerful and humane. The rotunda form combined with a freer development of the plan creates an ordered tranquillity within a rich and diverse composition of internal and external spaces. Due to its completeness, later additions may be difficult to incorporate; however, for the moment, it is an appropriate and economical response to the difficult site.
