THE PRINCIPLE OF COMPOSITIONAL AND FIGURATIVE COMPLIANCE IN THE ARCHITECTURE OF NON-FORMAL EDUCATION INSTITUTIONS

Abstract

The article presents the author's view on the formation of composition and image in the architecture of non-formal education institutions (NFEI). Brief information about the basic principles of figurative design of the buildings of such institutions from the point of view of a systematic approach to the formation of their architecture is presented. Understanding the formation of the architecture of NFEI covers a fairly wide range of issues and compositional-figurative solutions are an important point, since the artificially created space for learning is now interpreted as a psycho-emotional and functional educational component. The architecture is very diverse and its formation depends on many factors: external and internal. Among the main principles of the figurative solution of the building, the author defines the following: the principle of compositional and figurative correspondence to the purpose of the institution and its planning solutions; the principle of conformity and opposition of the image of the building to the environment; the principle of scale (elements, materials, facade-shaped and interior solutions); the principle of attractiveness of a complex solution of an object (ensemble); the principle of conceptual integrity of architectural and imaginative solutions. The principle of compositional and figurative correspondence to the purpose of the institution and its planning solution is designated in this study as the first one, which requires making decisions related to the spatial and architectural and planning components. It is known that there are two main ways (approaches) of such solutions - from function to form and from form to function. The “function + environment = form” design path has been proven to be modern and productive. Its introduction is possible only with an analytical combination of the characteristics of the environment, its traditions, history and landscape properties with the functional purpose and content of the building. The example that was given (Zeimuls, Center of Creative Services of Eastern Latvia, SAALS Architectur) demonstrates the use of replication as one of the means to implement such a path. When designing in the existing urban development, adapting historical buildings and structures subject to renovation (refunctionalization), the “form-function” approach may turn out to be optimal, where the environment itself dictates certain decisions regarding the architectural formation of a non-formal education institution, and, at the same time, the creation of a unique educational recreational space (Experimentarium Science Center, CEBRA).
 The architecture of such institutions, although it is connected in a certain way with the educational processes and scenarios familiar to us, has a very wide range of creating unique buildings, given the above approaches to shaping.