FUNCTIONAL GROUPS OF PREMISES OF EXTRACURRICULAR EDUCATION INSTITUTIONS OF THE I-IV CITY PLANNING ORGANIZATION LEVELS

Abstract

The main task of a modern extracurricular education institution (hereafter EEI) is to provide students with competencies in relation to a certain activity profile, which provides for the possibility of applying in practice the acquired skills and abilities. Extracurricular activities stimulate socialization and train teamwork skills by combining activities in the form of individual activities, group work, intergroup work.
 The relevance of this work is due to the need to study the qualitative composition and interrelationships of the minimum necessary and comfortable EEI functional groups of premises. This will allow more efficient spaces planning when creating new EEIs and modernizing existing ones by using the optimal list of premises and convenient functional connections between them, identifying appropriate options for the interior design of the building.
 The work is based on the research of Merilova I. A., who developed a model of formation of the EEIs educational network, consisting of four urban planning organization levels (system of EEI arrangement in accordance with the number of settlement inhabitants, population density, the radius of institutions accessibility and the number of pupils). For rural areas there are 3 urban organization levels: I - a small village without a school (built-in EEI), II - a village with a school (EEI integrated into the school building), III - district center, urban-type settlement (independent EEI building of district importance). For the urban environment, the researcher identifies 4 levels of EEI urban organization: I - apartment building or quarter (built-in EEI), II - neighborhood (EEI integrated into the school building structure), III - district EEI, IV - city level institution. Each subsequent level of urban planning organization provides an increasing radius of institution accessibility, an increasing number of students, more and more diverse learning profiles.
 The list of specific functional groups that have to be arranged in the EEI of a certain urban organization level directly depends on the profile of activity, the function of the educational institution. In general, the profiles of EEI activities can be divided into three areas: scientific and educational; sports and health; artistic.
 EEIs of I-IV urban organization levels are based on interrelations of the joint list of functional groups of premises: lobby group, administrative, economic, auxiliary at the main function, educational group of rooms. The specific list of premises of the educational functional group is determined by the area, profile of institution activity and its specific type. In accordance with the growth of the institution capacity and its throughput, the quantitative area indicators of groups of premises increase, but the composition of functional groups is little variable. In order to effectively use the premises, it is advisable to arrange universal learning spaces. In order to minimize the required EEI areas, it is possible to create certain zones using furniture and equipment, without allocating separate premises for them, which is especially relevant for EEI of I urban planning organization level. The common planning needs of EEI that are specialized in art and scientific-educational areas are noted, namely: the necessity of similar groups of premises arrangement, the similarity in approaches to the educational premise design, the possibility of the organization in universal educational premise of certain activity kinds both art, and scientific-educational areas (in case of requirement absence for specific equipment and arrangement).