70 school courtyard

The effects of the Covid-19 pandemic have intensified the work of designers and sector operators in favor of a more human-friendly, outdoor environment, through the safe psycho-physical health benefits of greenery. Social distancing and the necessary precautions not to form very numerous gatherings have led to an in-depth reflection on what a recreational space should be today, where the simultaneous presence of adults (often elderly) and children could cause critical effects on the spread of viruses and of other pathologies. At the same time, it was understood that life in the open air is the main way to go to avoid major infections, and at the same time to make the frenzied condition experienced by those who live in the city more acceptable. Here then is that our view shifts to the new horizon (actually very old) of the life of the neighborhoods, of the courtyard areas, of the interstices between the building fabrics transformed into fulcrums of secure social life. Playground for games and socialization, of micro-vitality distributed from historic centers to the most extreme suburbs.Within this theoretical logic, Abad Architetti, in agreement with the Venetian partners, approached this challenge of redeveloping the 70 school discoveries in Venice. The Municipality of Venice has distinguished the schools of the Mainland (Mestre) from those of Venice and the Islands, focusing above all on nursery schools and preschools. The current equipment of games was anything but homogeneous between the various complexes, and this uncomfortable situation was due to different factors: limited outdoor spaces, age of the games installed (about 15/20 years ago), exposure of the same to atmospheric agents, and finally the wear determined by the high number of children who use them. Through a visual survey of the courtyard areas and listening to the teachers, in order to understand the specific needs of the schools, it was possible to ascertain the extent and possible locations of the new games, sometimes as a replacement, in other cases as an integration of new ones on free areas. The state of the sites and general maintenance were therefore variables of preliminary analysis for the design phases. These surveys were followed by a precise design of numerous prototype plates, differentiated by contemporary capacities of small users and by progressive cost, through the definition of the impact zone determined by the areas of influence of the single game. These platforms have found a place on the basis of a matrix that has considered the various critical aspects, the degree of discomfort reported by local educators, and the possible operational solutions suggested by the new needs. In this process of methodological development, two approaches to design have been proposed, complementary to each other: the metaproject (theoretical) and the subdivision into abacuses of the types of intervention (practical). According to the first approach, the involvement of educators, school managers, technicians and sector operators was considered useful, in order to obtain different points of view for participatory planning. In other words, to achieve the redevelopment objectives of the areas, it was therefore not considered necessary to intervene with detailed simulations of the 70 areas, but with projects for similar categories and for "typical" concepts, divided by type of user: nursery schools, kindergartens, primary schools. As regards the second approach, abacuses of the game plates were created, differentiated by game themes, size, and related spending budget. This process led to the design of kits for the various schools, differentiating precisely the game themes.The design obviously followed the UNI EN 1176- 1177-11123 standard.