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Ali lahko prostor vpliva na šolsko izkušnjo dijakov in profesorjev? Na primeru Srednje šole za oblikovanje in fotografijo (SŠOF), ki ima sedež v Plečnikovih Križankah diplomsko delo raziskuje, kateri elementi in kvalitete prostora oblikujejo vsakdan dijakov in profesorjev. Raziskavo so spodbudili protesti proti »prodaji« Križank, ki so potekali v začetku leta 2020 in lastna izkušnja avtorice kot dijakinje na SŠOF, z osrednjim vprašanjem »Kaj v prostoru vzbuja občutek pripadnosti in navezanosti?« S pomočjo umetnostnozgodovinske literature delo predstavi zgodovino in pomen Križank kot kulturnega spomenika, nato pa njihovo vlogo za šolo od Plečnikove prenove (1952) do danes, ko se SŠOF sooča s prostorsko stisko in časovnim pritiskom za selitev. Raziskava predstavi, kako dijaki in profesorji mislijo svojo pripadnost prostoru in občutijo prostor na Križankah v sodobnem, za šolo prelomnem obdobju. Intervjuji so potekali večinoma z bivšimi dijaki in profesorji na SŠOF, kjer je potekalo tudi terensko delo. Po zgledu modela, ki ga je oblikovala Jennifer E. Cross (2015), raziskava z etnografskim gradivom obravnava sedem procesov oblikovanja občutka pripadnosti prostoru. Poleg tega modela sta za raziskavo ključna senzorična etnografija (Pink 2009) in koncept občutenja prostora (Basso in Feld 1996). Raziskava pokaže, da prostor Križank vpliva na šolsko izkušnjo. Sogovorniki in etnografska evidenca so zgovorni glede tega, kako se vzdušje tam razlikuje od druge lokacije šole, ki je na Roški cesti v Ljubljani. Elementi kot so star, zgodovinski kompleks, razgibana dinamika prostorov in specifična urejenost samih učilnic so tisti, ki ustvarjajo določene interakcije med uporabniki šole, ki se na »klasični in uniformirani« šoli verjetno ne bi zgodile. Te interakcije so ključne za vzdušje, ki ga sogovorniki opisujejo kot kreativno, sprejemajoče in sproščeno. Can a place affect the school experience of students and teachers? This thesis explores which elements and qualities of a place enduce the everyday experience of students and teachers at the Secondary School for Design and Photography (Srednja šola za oblikovanje in fotografijo, SŠOF), housed in Križanke, a former monastery renovated by Plečnik. The protests in the beginning of 2020 against Križanke being sold and the author’s personal experience as a student of SŠOF prompted this research. The crux of the study was “What is it that creates a sense of belonging and attachment to place?” With the help of art history, the study presents the history and significance of Križanke as a cultural monument and its role for the school since the renovations done by the architect Plečnik in 1952 until today when SŠOF is facing overcrowding and time pressure to evict at either location. The study offers an overview of the students’ and teachers’ understanding of their belonging to Križanke as a place and how they experience it. The interviewees were mainly former students and teachers of SŠOF and the fieldwork was conducted on the premises. This study analyses the seven processes of creating a sense of belonging to a place using ethnographic material and following the model introduced by Jennifer E. Cross (2015). Also vital to this study are sensory ethnography (Pink 2009) and the concept of sense of place (Basso and Feld 1996). Križanke as a place affects the school experience. Interviewees and ethnographic material revealed how the atmosphere there differs from the other school location at Roška street. Elements, such as the old historical complex, the diverse dynamics of the rooms and the specific configurations of the classrooms are what creates certain types of interactions among the users of the school, which would not have happened in a “classic and uniform” school. |
