School playgrounds - Playground@Landscape

REPORT
Knüppelflächen im Wechsel mit ebenen Flächen verlangt
jedes Podest eine Veränderung der Körperhaltung.
An den Parcours schließt sich eine Sitzgruppe aus Baumstümpfen
als Aufenthaltsmöglichkeit an. Des Weiteren sind
Feldsteine in die Hänge integriert als zusätzliche Aufstiegshilfen.
balancing course comprises a selection of platforms with varying surfaces,
degrees of steepness and height. As a result of the arrangement of bumpy
surfaces alternating with flat, level surfaces, every platform requires a
slightly different posture. A seating arrangement made from tree stumps
joins onto the route and offers the opportunity to rest.
On top off all this, there are boulders integrated into the slope that act as
additional climbing aids during the ascent.
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Die Hügellandschaft
Im Tal der Hügellandschaft stellt der Stangenwald das dominierende
Spielelement dar. Natürlich gewachsene Robinienrundhölzer
in unterschiedlichen Höhen ragen über die Hügel
hinaus und bilden einen Spielwald. Die Stangen sind in einem
rechtwinkligen Raster angeordnet, um eine Beziehung zur
Gebäudearchitektur der Schule herzustellen. Der Stangenwald
The hilly landscape
In the valley of the hilly landscape, the forest of poles is the dominating play
feature. Naturally grown Robinia round logs of differing heights stretch high
above the hills, creating a play forest. The poles are arranged in a perpendicular
grid in order to create a link to the building architecture of the school.
This gives the forest of poles a labyrinthine character. The removal of some
of the logs creates different gaps between each log. The Robinia logs are
bound among one another by different balancing and climbing features. The
children are led through the forest of poles by a succession of features at
different heights such as inclined balancing beams and platforms, and balancing
ropes that lead to a balancing bridge with seating options. Further
on, there are rotating beams, balancing discs and finally a balancing combination.
The forest of poles is the centre of the play area grounds.
Due to the fact that the existing slopes were used in the play-exercise area,
it was necessary to erect two supporting walls alongside the circuit. These
walls also double up as climbing walls. The path is widened in this area and
is clearly defined by a yellow, artificial surface. The wall is made from
different sizes of concrete blocks with a naturally split, raw surface. Setting
some stones further back while bringing others forward creates the climbing
aids. Special emphasis should be placed on encouraging climbing along a
besitzt so einen labyrinthartigen Charakter. Durch die
Herausnahme einzelner Rundhölzer entstehen unterschiedliche
Abstände zueinander. Die Robinienrundhölzer sind mit
verschiedenen Balancier- und Klettermöglichkeiten untereinander
verbunden. Die Kinder werden durch den gesamten
Stangenwald über verschiedene hohe und geneigte Balancierbalken
und Podeste, über einen Hangelseil zu einem
Holpersteg mit Sitzmöglichkeit, weiter zu einem Drehbalken,
Balance-Teller, und schließlich wieder zu einer Balancierkombination
geführt. Der Stangenwald stellt das Zentrum des Spielgeländes
dar.
Durch die Einbeziehung der vorhandenen Böschung in den
Spiel-Bewegungsbereich war es notwendig zwei Stützmauern
entlang des Rundweges zu errichten, die gleichzeitig als
horizontal plane for longer distances. By doing this, the children can follow
the main path all the way around without touching the ground.
The “Green Classroom” is to be found in the embankment area. The
pre-existing flight of stairs serves as a type of platform for different events
and was equipped with seats made from concrete. Furthermore, it can be
utilised by children who want to retire to a quieter area and talk undisturbed
or perhaps simply watch the others playing. Various floor coverings were
used in the school grounds in order to offer the children a wider range of
tactile foot experiences. The circuit path is made from a synthetic material
and offers a soft, elastic floor covering under foot. The grass and wood chip
surfaces are, by contrast, soft and coarse and likewise offer a contrast to the
flat surface texture of the paved surfaces.
The entire play area was designed as a close-to-nature site and is adorned
with natural features (such as boulders, play hills, tunnels) as well as
traditional play equipment. During the selection and arrangement of the individual
features, the goal is not the creation of a chain of features or even
a play combination; rather, it is to offer practical play and exercise processes.
At the same time, the features in use have a sporty identity so that they
can be integrated into physical education lessons. Play equipment that incite
children to climb, balance, clamber and run were predominantly chosen.
The available financial resources were insufficient, meaning that in 2010
only the first stage of construction, the play and exercise area in the northern
part of the school grounds, could be realised. Thanks to the support of
the IB (Internationaler Bund e.V Förder- und Integrationszentrum) [International
Federation registered society – Centre for support and integration],
which also sponsors the youth club, sponsorship was provided which was
used towards the renovation of the stairs into a “Green Classroom”.