Дизайн інтер'єру закладів середньої освіти: історичний розвиток і сучасні тенденції

Abstract

У дисертації вперше проведено системний розгляд меблювання інтер’єру закладів середньої освіти як об’єкту дизайн-проєктування. Обґрунтовано та визначено поняття «меблювання інтер’єру» як предметно-просторової системи, визначено періодизацію історичного розвитку шкільного меблювання, виявлено закономірності його розвитку як на ранніх етапах, так і в сучасності. Визначено та охарактеризовано сучасні та перспективні тенденції розвитку шкільного меблювання. Автором розширено та вдосконалено категоріальний апарат дизайну інтер’єру закладів середньої освіти, систему вимог до інтер’єру та меблювання закладів середньої освіти та відповідних властивостей предметно-просторового середовища. Розроблено комплексну системну типологію меблювання інтер’єру закладів середньої освіти. За результатами проведеного дослідження сформовано рекомендації щодо дизайн-проєктування шкільних меблів, формування меблевої номенклатури, комплектації та організації простору приміщень середніх шкіл.

The dissertation for the first time systematically considers the furnishing of secondary schools as an object of design. The concept of “interior furnishing” as an object-spatial system is substantiated and defined. The periodization of the historical development of school furniture is determined, the regularities of its development are revealed both at the early stages and in the present. In the period of teacher-centred organization of space, which falls approximately on the XIII–XVII centuries, there are two stages: the late Middle Ages, characterized by the orientation of space to the teacher’s workplace, and the Renaissance and Reformation, characterized by the spontaneous introduction of furniture for students. The period of the orientation of space to work with the content of education (approximately the middle of the XVIII – the turn of the XX century) is divided into two stages: the formation of the row-front class in the late XVIII – early XIX cent., and scientific and hygienic development of school furniture since mid. XIX century. In the period of the child-centred spatial organization (approximately from the beginning of the XX century to the 1980s) the following stages were revealed: experimental formation of a flexible organization of school space at the turn of the XX century, and development of the integral design of interior and furniture for public schools 1930s. It is established that the modern period of development of school furniture, based on the principles of cooperative pedagogy and participatory design, makes sense to consider separately; however, its characteristic features are still in the process of formation. Modern and perspective trends of school furniture development are defined and characterized. It is established that the main trends in the historical development of school furniture are: expanding the typology of furniture; structuring of object-spatial organization of learning spaces; development of scientific approaches to design; gradual introduction of new materials and technologies for the production of school furniture. Modern trends in the interior design of secondary schools are the introduction of new functional and ergonomic types of furniture, the development of recreational furniture, a combination of flexibility and functional zoning in the object-spatial organization of spaces, complicating and somewhat blurring the typology of furniture and spatial organization. Promising trends in the development of school interiors are the use of methods of participatory and empathetic design in the development of furniture, furniture sets, the spatial organization of school premises. Changes in the development of school furniture caused by restrictions due to the COVID-19 pandemic have been found to run counter to many current and future trends. The author expanded and improved the categorical apparatus of the interior design of secondary schools, the system of requirements for the interior and furniture of secondary schools and the relevant properties of the built environment. A comprehensive system typology of the interior design of secondary schools has been developed. Types of school furniture were determined by functional and ergonomic features: seats, work surfaces, storages, demonstration and exhibition equipment, space dividers. The nomenclature of furniture sets is described: workplaces for a student, teacher, sets for group work, etc. The constructive and compositional features of school furniture are revealed. Based on the architectural typology of rooms in the buildings of secondary schools, approaches to the formation of furniture sets are identified, considering that in a modern school both the typology of rooms and furniture tend to be flexible. The main functional and operational types of furniture and furniture sets that can be used to complete the school spaces are identified. The main forms of the spatial organization of learning spaces, workshops, auditoriums, recreational spaces, canteens, administrative and auxiliary premises of the school are described. According to the results of the study, recommendations were formed for the design of school furniture, the formation of the furniture nomenclature, suits completing and organization of the space of secondary schools.