Abstract:

The presented research is of a comparative character. It aims to show the dependence between the requirements of the educational process [understood holistically, i.e. including cultural perspective] and the spatial solutions of cultural places as well as sites of after-school and extramural education.

House, factory, hub – the evolution of an architectural type of the centre of culture and informal education throughout the 20th century and the beginning of the 21st century reflects model changes in the social institution of culture. It also shows the alteration of perception of space serving the purpose of after-school and extramural education. Concepts of avant-garde solutions were based on the idea of the environment – the third teacher, with whom a 'dialogue' was possible [like in game structure]. This dialogue between the user and the surroundings supported the learning process. Architectural designers were inspired by teaching aids, starting from blocks, jigsaw puzzles and board games, through new media, to video and computer games. Their solutions met the requirements of subsequent growing generations and contemporary technical possibilities. Apart from functionally designed classroom-laboratories, there appeared forms of technologically advanced educational and cultural hubs in urban public space. Such hubs provide surroundings for modern educational processes by enabling participation in culture.

Their architectural solutions are characterised by the following qualities:
• taking advantage of the location potential, in the scope of spatial and energy solutions as well as cultural context;
• blurring of traditionally formed boundaries; smooth transitions; ‘dematerialisation' of form – 'integrated' solutions combining elements which are traditionally treated as separate [public space – building, zone of a pre-entrance square and roof; zone outside the building – external wall – interior; individual storeys in a single-space interior, etc.];
• mixing of functions [spaces of work, education, play, participation in culture];
• capacity to offer various utility programmes, prediction of changes connected with the advance in the field of building engineering and IT technologies;
• application of smart solutions in buildings; involving the user; building an 'inter-active field' in which the user may dialogue with the surroundings (similarly to game structure).

The research was based on numerous case studies. Observations were made from a point of view of an architect and an academic teacher of architecture.

Keywords:

Architectural typology, cultural center, creative learning spaces, design, education, game, hub, play, participation, spatial innovations.