Od navidezne k transformativni participaciji v arhitekturi -Idejna zasnova območja bivše podružnične šole Gabrk v Škofji Loki

Lukan, Iva (author), Filipič Gorenšek, Polona (mentor), Uršič, Matjaž (co-mentor)

Magistrska naloga se ukvarja s participacijo v arhitekturi. Naloga najprej razišče pojem participacije (v arhitekturi), predstavi njen pojav in ga kontekstualizira. Nato predstavi vrste participacije v arhitekturi glede na razporeditev moči, kar služi za prikaz priložnosti in pasti na primerih referenčnih projektov. Nadalje časovno kontekstualizira relevantnost participacije v arhitekturi in problematizira njeno navideznost. V izogib slednji predstavi model transformativne participacije v arhitekturi, ki ga nato neposredno aplicira in preizkusi na primeru idejne zasnove območja bivše podružnične šole Gabrk v Škofji Loki. Skozi apliciranje modela transformativne participacije na projektni del se s participativnimi aktivnostmi (skupinska in individualna participativna delavnica) določi širši okvir za zasnovo območja in prostorov za sobivanje, s poudarkom na novo- ustvarjenem prostoru, ki služi kot generator skupnosti in aktivator programsko/ideološko podhranjenega suburbanega življenja. Celoten proces pomeni neposredno izvajanje modela transformativne participacije v praksi, kar pomeni, da se vsak od korakov slednje zrcali v samem procesu načrtovanja projekta. Najprej se med lokalnimi prebivalci Škofje Loke izvede anketa, ki preverja prisotnost izbrane problematike, nato se z bodočimi prebivalci naredi participativna delavnica, kjer se določi programsko in deloma tudi prostorsko zasnovo samega objekta. Sledi še individualna participativna delavnica, kjer pa se soustvarja natančnejša tlorisna postavitev individualne enote. Naloga služi kot eksperiment, kjer se skozi celoten proces kažejo tako priložnosti kot tudi pasti participacije v arhitekturi, zato se v samem zaključku osredotočimo na odnos med načrtovalcem in uporabnikom ter vpliv dialektike slednjega na sam prostor, in proces skozi omenjeno prizmo reflektiramo.

• Language: Slovenian
• Keywords: Arhitektura, Participacija, Osnovna šola, Sobivanje, Skupnost
• Work type: Master's thesis/paper
• Organization: FA - Faculty of Architecture
• Year: 2023
• PID: 20.500.12556/RUL-145294
• COBISS.SI-ID: 150880003
• Publication date in RUL: 15.04.2023

Secondary language

• Language: English
• Title: From false towards transformative participation in architecture -Conceptual area design of a former branch school Gabrk in Škofja Loka

Abstract

The present master’s thesis aims to examine participation in architecture. First, it tackles the origin and the concept of participation in architecture and its contextualization. Subsequently, the types of participation in architecture with respect to power asymmetries are presented. This serves as a basis to show the opportunities, pitfalls and myopias of participation by examples of reference projects in architecture. Moreover, it provides a temporal dimension of participation in architecture and problematizes the so-called false participation in architecture. To circumvent the latter, we present the model of transformative participation in architecture. In the next step, the model of transformative participation is applied in practice to the conceptual design of the area of the former branch school Gabrk in Škofja Loka. Applying the transformative participation model to the project part of the thesis allows us to recalibrate a broader framework for the design of the area and co-living spaces through participatory group and individual workshops. The newly created space serves as a community generator and is germane for activating the programmatically/ideologically underserved suburban life. Throughout the process, we put the transformative participation model directly into praxis, which means that each step of the model is reflected in the project planning. First, a survey was conducted among the residents of Škofja Loka, exploring the perplexity of the selected issue, and then a participatory workshop was held with the future residents. Herein, the program and partly also the spatial design of the building itself is determined. This is followed by an individual participatory workshop in which a more detailed floor plan for the individual units is co-designed. The thesis serves as an experiment, exposing the opportunities and pitfalls of participation in architecture as it unfolds throughout the process. The conclusion elucidates the relationship between the designer and the user and the influence of the dialectic of the latter on the space itself. Reflection is offered on the process through the aforementioned prism.

• Keywords: Architecture, Participation, Primary school, Co-living, Community