Regularities and tendencies in forming the spatial structure of architectural schools of additional education

Abstract

In Russia, the number of architects per population remains lower compared to other countries. While the desire for architectural and creative education can be traced back to a young age, a specialist can be qualified as an architect only after three years of work experience in a design organization and passing a qualification exam. Therefore, the process of training architects should be initiated as early as at the school level. The existing architecture schools and additional education organizations have been formed spontaneously; they are located in unsuitable premises. This study examines the patterns of forming the spatial structure of architectural schools of additional education through the analysis of architectural schools worldwide. Using the methods of architectural analysis and studying the experience of Russian and foreign schools, we formulate a concept built on six topological schemes for designing the space of additional education schools. The main trends in architectural and art education in Russia are revealed. The problem of additional architectural education is thoroughly considered. The developed schemes and layouts may serve as a conceptual basis for architectural design.