U suvremenom kontekstu danas rijetko nailazimo na arhitektonska rješenja koja se temelje na nosivoj konstrukciji kao ključnom elementu programskog i prostornog rasporeda.
Inovativna konstrukcija škole "Leutschenbach" u Zürichu Christiana Kereza sažima program u vertikalnu organizaciju oslobađajući prostor školskog dvorišta za aktivnosti učenika. Specifična simbioza nosive konstrukcije i prostornih iskustava privukla nas je da proučimo proces njezinog nastajanja.

Koja je bila polazišna točka vašeg rada?
Ovaj je rad počeo kao natječajni. Kao i svi drugi natjecatelji, počeli smo raditi s niskim volumenima razmještenim kao sustav paviljona u parku. Nakon nekog vremena to nam je dosadilo i mislili smo da ćemo takvim razmještajem uništiti veliki dio površine lokacije.
U stanju očaja i panike cijeli smo program u kratkom vremenu koje nam je preostalo da dovršimo natječaj riješili s najmanjom mogućom izgrađenosti parcele. Dakle, počeli smo kao i svi drugi, ali se nismo tamo i zaustavili.

Koji je bio razlog vertikalne organizacije prostora? Jeste li do toga došli interpretacijom edukacijskog procesa ili je ona temeljena
na dijalogu zgrade s okolišem?
Školska zgrada uvijek se temelji na sjećanju iz vlastitog djetinjstva. Najvažnije u tom sjećanju je vrijeme koje smo provodili s drugom djecom na igralištu. Stoga smo željeli postići što veću tlocrtnu površinu igrališta i što manju same školske zgrade. S druge strane, to je neuređeno područje na rubu Züricha, pa smo željeli školsku zgradu koja je vidljiva i izdaleka nametnuti kao važnu javnu ustanovu na tom području.

Možete li opisati odnos između zajedničkih (javnih) prostora i prostora za edukaciju? Je li on rezultat zadanog programa ili je nastao tijekom projektiranja?
Program se, u osnovi, sastoji od školske zgrade s razredima i velike sportske dvorane. Školska zgrada je odvojena od prizemlja javnim prostorom. Javni kafić i predvorje djeluju kao proširenje okolnog školskog dvorišta. Sportska dvorana izdignuta je nad školskom zgradom etažom s drugim javnim prostorom koji se sastoji od knjižnice i dvorane.
(...)

Within contemporary context it is quite rare to find architectural
solutions that are based on load bearing construction as a crucial element of the programmatic and spatial disposition.
The innovative structure of the Leutschenbach School in Zürich by Christian Kerez compresses the programme into a vertical organization freeing the schoolyard for pupils’ activities.
A specific symbiosis between the supporting structure and the spatial experiences attracted us to discover the process
of its creation.

What was the starting point of your competition?
This work started as a competition. Like all the other competitors, we started working with low volumes arranged like a system of pavilions in a park. After a certain time we got bored with that and thought that all these arrangements would destroy the huge size of the site. In a state of despair and panic we arranged the whole programme with the smallest footprint that was possible in the short time which was left to finish the competition. In this sense we started as everybody else but we did not stop there.

What made you decide to set up the vertical organization? Was it related to the educational programme? Is it a dialogue with the surroundings?
A school house is always based on the memory of my own childhood. Most important in this memory was the time we spent with the other children in the playground. Therefore we wanted the biggest extension of playground and smallest extension of school building. On the other hand this is a rough area on the edge of Zürich, and we wanted to impose the schoolhouse as an important public
institution in this area, which can also be seen from far away.

Can you describe the relationship between communal (public)
spaces and spaces for education? Is it set up by the original
programme or did it emerge from the project? Basically the programme consists of the school house with classrooms and a big gymnasium. The school house is separated from the ground floor by a public area. The public cafeteria and foyer work as the extension of the surrounding schoolyard. The gymnasium is lifted from the school house by another public area which consists of the library and auditorium.
(...)