The Gordola middle school complex, designed by architect Vittorio Pedrocchi, consists into three buildings (the main middle school, amministrative building “C”, and the double gymnasium), whose positions create a distinct frontage to the south of the site, from which the main pathway starts, flanked by the two main buildings, and which runs through the entire site.
The aim of the project consist into confirm the main North-South axis with the positioning two new buildings that create additional synergies along the main pathway, giving a renewed character to Piazza Franscini as the northern entrance, while leaving the large green space towards the forest to the west completely open, thus accentuating the entrance to the latter.
The triple gymnasium is located to the north with the purpose of renovating, enhancing and defining the north entrance to the site from Franscini Square. The building is conceived as a large pavilion placed on a basement that emerges in the southeast end delimiting the secondary passage from the east to the main north-south axis.
A rhythmic system of columns and belt courses defines the character of the façades, acting as sun protection while simultaneously ensuring full ground-level openness inside the building. The northern façade, with its large glazing and ground-level openings, provides natural light inside the building.
Continuing south along the main axis, a second volume with a more communal character is placed, housing the two “plus” classrooms on the ground floor, the multipurpose room on the first floor, and technical and storage rooms for the exterior in the basement. The building’s layout allows for spatial flexibility, especially for the “plus” classrooms on the ground floor as requested, while the character of the building echoes that of the gymnasium, closing off to the east along the main axis, thereby emphasizing the main entrance on the ground floor, and opening up on the remaining sides. A large skylight above the staircase amplifies the natural light inside the building.
