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In the last five years, one hot topic for experts in the field of green transition, which has been cropping up at international conferences as well as on the desks of pertinent officials, is the handling of spatial heritage.
What kind of relationship between a space and its surroundings would help to avoid the objectification of space—i.e., treating buildings or areas as sculptures or fully controllable objects?
Paide State Secondary School is an excellent example of the mutually complementary dialogue between a historical space and contemporary architecture.
How can built heritage help with modern challenges?
In the last few years, several public buildings with unexpected combinations of functions have been built in Estonia due to practical reasons, and soon, a series of state houses combining a kaleidoscopic array of institutions in smaller towns will follow. How do these public buildings reflect our present times, and how should they?
A TV show called Restaurant 0 recently aired on Estonian Television, which focused on an experiment conceived by the Põhjaka chefs Ott Tomik and Märt Metsallik to open a conceptual restaurant in Viljandi within a single week. A question was raised on how it is possible to live sustainably and peacefully in a time when ecological catastrophe is imminent. Is it possible to establish a restaurant on zero budget and with zero footprint? The chosen location was an idle, rather deserted-looking 18th-century building in Viljandi. Studio kuidas.works was summoned to devise a spatial solution for the project.
Between August 18th–21st, Tartu hosted the urban festival UIT, which centred on a programme of installations spread around the city space. Curators Marie Kliiman and Kadri Lind had tasked local and foreign artists to view the city through a so-called parasitic lens, seeking new opportunities for growth in conditions of spatial scarcity or surplus.
Türi Middle School is a well-executed example of a contemporary school—breaking preconceptions about the organisation of space, encouraging new practices that involve alterations by the users, and offering spatial solutions for socialising as well as withdrawing.
Over the course of the past thirty years, designing school spaces has migrated from being a marginally positioned subject matter to the centre of focus in the field of architecture, supported by scientific studies and continual research and development. The spaces for learning have acquired a new image and meaning.
