Martin Mikson, Anna-Liisa Pärt, Juulia Aleksandra Mikson, Paul Aadam Mikson
Acoustics
Akustikainsener
Total area
8273m2
Design
2020–2022
Completed
2023
Photos
Anni Leo, Tõnu Tunnel, Martin Siplane, Juhan Teppart
Photo of the team
Albert Kerstna
COMMENT BY THE JURY OF THE ESTONIAN ASSOCIATION OF INTERIOR ARCHITECTS
COMMENT BY THE JURY OF THE ESTONIAN ASSOCIATION OF INTERIOR ARCHITECTS
A likeable timber building that was made possible by remarkably good cooperation between architects, interior architects, engineers and HVAC designers. The very extensive and skilful use of premium wood in the interior, impeccable structural and technical solutions. This interior deserves attention.
We warmed to the new school building from the first day; everything is really natural and bright. The room, full of wood and light, is tempered by the playful colours and their nuances. We are still discovering new things a month after the autumn session started.
Indrek Lillemägi, Director, Pelgulinna State High School
Pelgulinna State Secondary School building illustrates what an excellent material timber is for creating environments that support learning and development. That is why I am particularly happy that the State Real Estate Company has used a lot of timber in state secondary school construction. Also students and employees have given positive feedback.
Altogether 85% of the building is made of wood. Since it is a public building, it sets an example and encourages also other developers and architects – wood can be used in large-scale buildings and it also looks good. The fact that the building’s carbon footprint is considerably smaller thanks to the use of wood fits well with the school’s specialisation in environmental issues. Henrik Välja, The Estonian Forest and Wood Industries Association
Approaching the cool new innovative building that is home to Pelgulinna State Gymnasium, it is at first hard to believe that it is in Tallinn. The school building is made up of three clear square-shaped parts and is recognizable due to wood-ribbed facade. The interior architecture created by PINK is just as distinctive and captured the same spirit.
Since the focus of studies at Pelgulinna State Gymnasium lies on environmental and climate issues, there was a desire to reflect that in the interior of the school building. The goal for Tarmo Piirmets and Anni Leo was to continue the integral architectural concept on the interior of the building which is based on sustainable architecture principles. The general structures of the building are mainly of wood, which is why the material was used on the interior as well. The wooden coffered ceilings, light coloured interior panelling and ribs create a cosy atmosphere that smashes the stereotype of a school as a conservative institution. To make it easier to orient in the building, interior architects have made use of colour-coding of rooms. Since the main users of the building are young people, the colour combinations boldly push the envelope.
The central element of the building is a freely rising wooden terraced structure. Its size increased during the design process so now the one leading from the first to second floor forms a whole with the one between the second and third storey. The steps offer a chance to sit and chat – or study. It can also be used as a stage. The interior architects wanted these levels to be usable without any additional furniture, since they amount to one big seat.
To marry the interior with the exterior, lush vegetation has been planted inside the building. The library, both spacious and with quieter alcoves, has a tall tree, with room to grow, just like the students studying at the school. There is also a spacious and attractive sports facility, which leaves the impression of merging with the stand of trees on the other side of expansive glass surfaces. In the sports hall, as elsewhere in the school building, bluish-green tones are predominant, emphasizing proximity to nature and creating a mellow atmosphere.
The Pelgulinna brand-new academic building has a positive, cheerful atmosphere. The clever architecture supports the special educational methodology of the state gymnasium. No doubt some adults would consider going back to school just to study in such an inspiring interior.
The seed for the timber school building was sown already in the architecture competition brief. The aim was to establish a school specialised in environmental education and the building was similarly supposed to illustrate the possibilities of environmentally responsible construction. The location on the edge of Merimetsa park forest forms a gateway between the urban space and natural environment. The building, landscape and forest are engaged in a mutually supportive dialogue, forming an integrated whole and occasionally merging into one another. In addition to the outdoor learning possibilities, the merger can also take place through material aesthetics – the timber of the façade is allowed to lead its own life and turn grey over time.
The building for 1080 students and 120 teachers is like a small world in a nutshell, like a town with its streets, spacious squares, views and symbolic attributes providing its people with an exciting spatial environment and supporting learning not only in classrooms but also elsewhere, indoors and outdoors. The role of the central square is taken by the wooden steps along three floors imitating a natural hill slope and connecting all floors into a single whole. The irregular form typical of a hillside is asking to be used creatively – for studies, communication or as an audience area of larger events. Placing three tropical trees indoors blurs the conventional boundaries between indoor and outdoor spaces that are also physically crossed by the direct entrances to the canteen area, library and lobby on the ground floor.
In addition to the load-bearing structure, timber has assumed various different roles in the building, for instance, as a smooth and warm bench, perforated acoustic panels as well as a streamlined banister. Also the façade is important – the timber lattice functions as a sun control and also creates a landscape of benches and nooks along the building.
Within the outdoor area of varied functionalities, there is also room for creative interventions – the outdoor exhibition area along the main path allows people to explore the landscape annually re-designed by the students.
Ott Alver, Alvin Järving, Mari Rass
The outdoor space of the school forms a clearly distinguishable whole that blends organically into the surrounding environment. The building's architectural rhythms and formal language are repeated in the elements of landscape architecture, creating a balanced transition between the built and natural space. The outdoor space is marked by seasonal biodiversity: vegetation and landforms highlight their transient nature, for instance, with temporary pools in shallow areas during rainy periods. The entire area is divided into two distinctive zones. The section near Kolde Street provides a denser and multifunctional urban space while the environment near the forest becomes more intimate and closer to nature. The transition from the school grounds to the forest is smooth; the previous trajectories have been retained with new routes added to support the users’ natural spatial behaviour. From the user's point of view, the outdoor area has been worked out to the smallest detail. Mappings conducted with students have shown that there are practically no spontaneous paths – the trajectories played out during the design correspond to the actual routes. This attests to the functional precision of the space and user-centred approach.
The outdoor space has a clear role for the daily life of the school as well as the neighbourhood. It supports different types of use, from the enrichment of students' recesses and gym classes to the leisure activities of the residents of the surrounding area – walking the dog, strolling with pushchairs, chance meetings as well as picnics in warmer weather. Variety and continuity of the use refer to the high quality of the space and the well-being arising from the interaction between well-considered design, ecological diversity and social openness.
Kadi Kriit, art teacher at PERG
PERG is a school in a park, a park school, a nursery. Although students spend most of their time inside the building, it is also important how the surroundings affect them there. The school interior should be framed with the soothing trunks and crowns of the trees and the life within them. The school with its outdoor area is a small model of living with its systems supporting its inhabitants who, in turn, contribute to the functioning of the systems while also having a positive impact on the areas outside.
The landscaping concept reflects the needs and values of the secondary school specialising in environmental studies. The aim of the project was to retain the earlier greenery, increase biodiversity and add tall plants and trees. The outdoor greenery is structured by the regular network of Scots pines which is interrupted in places to accommodate the necessary functions and activities. The resulting clearings are illuminated and open to views. Elsewhere, the trunks of the pine trees leave enough space on the ground and over time the crowns will create a fairly thick canopy above the courtyard.
The valuable trees in the school yard were preserved as much as possible. The groups of trees in front of the main entrance and on the south side of the courtyard connect the new and old parts of the outdoor space and give it a strong vertical dimension.
The selection of plants was based on the conditions suitable for meadowsweet and we thus used species characteristic of wet meadow communities. Shrubs were planted to align views and separate spaces. It was also considered important that the plants bear edible fruit. In addition to plant beds, there are also greenhouses where students can grow plants as well as sit and chat among them.
The outdoor area encourages students to be active with its swings, ball courts, training equipment and running tracks. As a public space, the sports facilities are open to local residents. It also ensures activity in the school yard throughout the day, which maintains natural social control and provides a sense of security.
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