La palabra que construye. Espacios de transición en la primera arquitectura escolar de Antonio Fernández Alba (1957-1975)
Antonio Fernández Alba conceives architectural space as an “enclosure of poetic event “. In his design process for the definition of this space, words assume a significant role, not only as a means of signification but also as a constructive and operative instrument. Through language, architecture b...
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| Tipo de recurso: | tesis doctoral |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | Universidad de Valladolid |
| Repositorio: | UVaDOC. Repositorio Documental de la Universidad de Valladolid |
| OAI Identifier: | oai:uvadoc.uva.es:10324/77734 |
| Acceso en línea: | https://doi.org/10.35376/10324/77734 https://uvadoc.uva.es/handle/10324/77734 |
| Access Level: | acceso abierto |
| Palabra clave: | Fernández Alba, Antonio (1957-1975) Antonio Fernández Alba Transitional space Espacio de transición Language and architecture Lenguaje y arquitectura School architecture Arquitectura escolar 6201 Arquitectura |
| Sumario: | Antonio Fernández Alba conceives architectural space as an “enclosure of poetic event “. In his design process for the definition of this space, words assume a significant role, not only as a means of signification but also as a constructive and operative instrument. Through language, architecture becomes inhabitable. The following research focuses on the lesser-explored aspects of Antonio Fernández Alba’s school architecture in his early years (1957-1975). It broadens the scope of works usually referenced within this theme, as is the case with the schools linked to state educational plans. The period of study of Fernández Alba’s work spans from 1957, when he graduated as an architect, to 1975, a year marked by significant political events and the consolidation of an architectural language that would become a permanent feature in his later works. Throughout this timeframe, his architecture evolved, experimenting with various compositional and formal solutions, synthesising Nordic-rooted organicism with elements of vernacular architecture, and balancing the platform-plane with the possibilities of climate-responsive roof. All this while maintaining geometry as a means for project control. His school architecture has been selected as the vehicle for analysis, as it combines attention to language with spatial responses to the school’s pedagogical program. This confluence of theory and practice unites the three facets developed by Fernández Alba in his career: architect, writer and educator, which makes these school projects an ideal field for examining the full breadth of his intellectual pursuits. Particularly relevant within these projects are what may be termed transitional spaces, which enable architecture to operate on multiple levels: physical, psychological and social. This transitional space facilitates the deployment of the pedagogical curriculum within architecture, transforming the school into an activator of the educational program. Among Fernández Alba’s school architecture, three families have been defined, characterized chronologically by: the presence of an interior courtyard (1959-1965); the articulation of space between the ground plane and the roof plane (1966-1968); and the use of geometry as a principle of composition (1969-1975). All these schools are analysed as paradigms of the use of transitional spaces in a triple aspect of material, emotional and social connection, highlighting the capacity of words to construct architecture. |
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