Therefore, the school is thought as a great piece to play, like a toy, where each piece fits into a defined position (classrooms, workshops, seminars, dining room, ...) but also has empties that become the most important since they must be "occupied" by many activities, games, relationships, emotions, etc ...
Although the interior spaces are regular (according to the premises of the use program), the relationship, circulation and exterior spaces are slightly irregular, none have four equal angles, promoting different dynamic readings as they travel, as they are explored.
Promoting the contact of students with nature and improving school life, spaces for games, porches, garden areas, etc ... have been generated as areas of unstructured use, which allow exploration, relationships and learning from experience.
Play spaces do not have a beginning or an end giving the opportunity to the children to create their way of playing and use of the space, each finding their own place
Alamassora, Castellón l España
Francesc de Paula García Martínez, Ana Gil Collado y Francisco Miravete Martín