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  • Skovbakke School
  • Skovbakke School
  • Skovbakke School
  • Skovbakke School
  • Skovbakke School
  • Skovbakke School
  • Skovbakke School
  • Skovbakke School
  • Skovbakke School
  • Skovbakke School
  • Skovbakke School
  • Skovbakke School
  • LOCATION: ODDER, DK
  • CLIENT: ODDER MUNICIPALITY
  • SIZE: 9.300 m² NEW BUILDING
  • YEAR: 2015 – 2018
  • STATUS: ONGOING
  • ARCHITECT: CEBRA
  • LANDSCAPE ARCHITECT: CEBRA
  • TURN-KEY CONTRACTOR: MT HØJGAARD
  • ENGINEER: MTH DESIGN & ENGINEERING
  • PROPERTY MANAGEMENT: DEAS

The new Skovbakke School will be constructed as a PPP (Public-Private Partnership) project and will replace a complex of old school buildings in order to provide an adaptable and transparent learning environment with great emphasis on pedagogical synergies. The new school is designed as a diverse arena for learning, physical activities, play, which forms a dynamic framework around the school’s different functions: a learning environment, a workplace, a social meeting place for a diverse group of users and a gathering point for the local community.

The building is laid out as four offset volumes, which are oriented towards the large common space and three adjacent “plazas” with different themes and special classrooms – the creative, the science and the sports and activity plaza. This overall organisation makes it possible to arrange and fit out the outdoor areas according to the changing levels, patterns and schedules of activity that define the daily life at the school. The concept ensures direct access to both the common space and the outdoor environment from all areas of the school in order to create diverse spatial settings for varying learning activities.

The interplay between the rooms and the spaces in between creates thoroughfares, open areas and passages, which offer spaces with varying dimensions and diverse spatial qualities. The spaces are differentiated in such a way that they address different ages and types of activities. The spatialities’ diversity, location and materiality create a wide range of qualities, which support different learning styles and situations. In combination, the high- and low-ceilinged, light and dark, small and large spaces form a spatial hierarchy, which allows the children to turn to and enter into different social situations – large assemblies, smaller groups or alone – depending on their needs and temper.