You
can
see
the
side
with other forms.
As a further element, a stage is created
that structures the Bausenhof.
The stage itself is roughly at table height,
the surface of the stage.
And against the stage,
the stage is set at a sitting height
that offers a sitting position
to give the Bausenhof a new overall form
that may be used as an open-air classroom.
So I'm here at this school for a year now.
I'm an artist and received an order from the city of Berlin
to make an art work for your school.
And I'm going to do this art work
with the students of the school.
That means we should do something with it.
So it's an art-building project
that was set up as a participatory project.
That was a complete result.
I went to school,
I presented the students
and developed it in a classroom and step-by-step way.
I wanted to become a planner.
What is the structure?
What is used?
In the second step,
this is the second step.
What do I like here?
What do I not like here?
Just the use questions.
Not content, but what can be used well,
what I like to paint, what is a nice place and so on.
I just asked for these things
and we always held them together as a class.
That means we always shot a small film
at every workshop in the class.
So the structure is always parallel.
Look how huge I am!
He's a teacher, a teacher.
He uses the language of the children,
he uses her pictures.
He's also a project protocol
that transports information
and results from a class to the next.
In the end, he's also a souvenir for all participants.
This is the evening of Luzquil Grundschule,
in Berlin-Saturnburg.
We are the class 6-way.
We want to show you the good and bad things in the classroom.
We want to show you something in the classroom.
This is the teaching school,
which could be useful.
What is this?
This is the teaching school.
But I think it's a nice place to spend time.
This is the classroom, where you can play.
Yes.
This is the classroom.
What do you see here?
Here it's too dusty.
Are there other problems?
Yes, it's too muddy.
And what about rain?
Rain, mud, or something like that.
Yes, you can do something like that.
In the classroom, are you?
In the 5B.
Yes.
And what do you enjoy the most?
Climbing here.
Because it's fun to go up.
And who is there first.
And yes, it's fun.
And do you have other popular places on the court?
Yes, actually there.
There is wackeling and the bars.
The swings.
There is a platform where you can play Chinese.
Okay.
And who is your favorite?
Selena Gomez.
This is our new travel swing.
What is that?
Just say that this is our new travel swing.
It's new, but it's really...
Do you often play here?
Yes.
So in the break or at night?
I often play here.
But I don't play here in the pond.
There is always the big ones out here.
Hello, where are you?
I'm at the second floor.
At the tree.
What are you doing there?
I'm playing football at the shadowy tree.
I met Lisa by chance.
Lisa, tell me where your favorite place is.
Here we are standing.
We don't necessarily have to build a classroom or a plane.
But I thought you could build something like your...
...your wish classroom.
So you have to let yourself fall into...
...how this classroom should look like...
...and what has to be inside.
The wish classroom.
Hold it again.
The wish classroom.
Hold it again.
The wish classroom.
Our classroom...
...classroom...
Hey, what are you doing?
Our classroom is a rocket.
We can now fly to the stars.
So we have built a classroom there.
And on the teacher's table there is a cheese bread...
...for the teacher.
A letter.
It was a hot day.
And the sun seems crazy.
It was 16.22.
Then the volcano broke out.
The school's diamond house never flew out with the lava stones.
Then the school's diamond house fell into the jungle of Heidesee.
Next to it is a bar with hooks that turn...
...and real couples stand.
Oh, there.
And the entrance to the school hall has a soccer field.
In the school hall there is a red-black paper...
...and a real billiard table.
Very close to the wall are boys and girls' toilets.
We will now present you the painting in the swimming pool.
Nils says to Jolük,
Let my blood boil on the phone.
Jolük asks,
Why?
I prefer to play on the Playstation 3.
All of a sudden the clock is ticking.
There is a stage, a TV, an LG Plasma TV.
We have a swimming class room.
There is a swimming pool and a cute stone...
...and an LG Plasma TV.
There is also a kuschelhöhle, where you can sleep.
And there is a stage where you can sing.
And the stage is the most beautiful.
From this first phase, the next bigger step was created.
That means we have begun to actually think about...
...what we would like to have in this break.
We had a beautiful art project today.
Today is the third day.
And we did my Playstation 3.
Yes, that's right.
That's what my friends want.
This art work should be somewhere outside in the break.
So here, maybe under the trees, maybe up there.
We don't know that yet.
We have to think about that somehow.
What is that?
That's a ghost house.
I thought about different strategies...
...to plan three-dimensional for a specific place.
Drawing leaves most of the imagination.
But it's two-dimensional.
Papel often leads to a rectangular solution.
I tried salt dough very often with the small ones, with the jule classes.
Of course, that's a lot of fun, because it immediately...
...goes into hand-made forms.
I often let the models play.
Simply because you can put yourself in the model, in the design...
...you can put yourself in the model or put your own role in it.
Our group suggested that a small theater stage...
...with students...
...and then a small walkway for the girls...
...so that they can have some kind of top model.
Here comes a little disco.
And a little sunset beach.
What is this?
This is the castle.
A very nice castle.
This is a ramp...
...where the skateboarders can ride down.
And what is this?
This is...
...where you can climb up and down.
Now we are at the third project of class 6A.
So, what is it supposed to be?
A school museum.
A school museum.
Okay, okay.
And how did you come up with the idea?
So, Marvin came up with the idea.
We could make a museum.
We went out and looked if there was space.
And then we measured everything.
And then we came up with the idea.
Okay, did you have an idea before?
Yes, we had an idea on the ramp.
But that was the problem.
He wouldn't have used a lot outside.
And in winter, if you think about it, it wouldn't have been useful.
We took the idea in the evening.
This is a rope.
And here is a ramp.
This is the ramp.
You can ride it.
You can even spin it.
Okay, guys.
Everyone is ready up here, please.
Hello.
Here you are at an art project in the Erwin von Witzleben Grundschule in class 4B.
Here is Luca.
Here is Justin.
Here is Jimmy.
And here is Druck.
I would like to ask you a few questions.
How did you come up with the idea to build this roller coaster underground?
We mixed a few of them together, which we had in our heads.
Now I have a question.
What should that be?
Here are the wagons of the roller coaster.
You put a stone there.
We started from the floor.
I came up with a series of ideas from the children.
I came up with the most interesting one.
From my perspective, I came up with the idea to go back to the classes.
When I come up with a class, I will tell you a little bit about what came up with the ideas.
To see how they take it up, how they find it exciting.
They grab it, they don't grab it.
Is there any repetition?
Is there any idea that comes up more often?
Then I can find out a little bit about what comes up in the children's mind.
One, two, three, four, five.
6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20.
What?
How did you find the design?
The design is not finished yet.
No, no, no.
This is not a lab.
I am very much in charge of the lab.
All the models were made at the school, so that everyone could see them.
I then tried a democratic process, simply nutrition by mood, and then modelled again with all the classes.
To simply check, is that really what I chose?
Does that work?
They are supposed to take it up.
But no.
Do you know that this is also a question I don't have.
Or, but that can also be a decision.
I do it now, if I imagine it from above, it can be interesting for me that I have several clecks in one another.
So I'm not painting it in now, but maybe I have an external edge here, it's black from me.
Then you paint the next clecks in here, and it's blue from me, and then comes in the centre.
It's like a clown circus.
Man, your picture is not important at the moment.
So if it's a trampoline, how do we land it in the flat?
Well, Tuba, then you make a piece of it.
On the outer edge.
But you mean that in the middle, are the whole floor just trampolines?
Tuba.
So that's a hedge maze.
Yeah.
Yeah, okay.
Good.
You can see it already, it's not exactly a micobello.
It's not that important, but I just wanted to make it clear to you.
If I assume that here is a distance from a hedge to the next hedge,
about a metre, then I fit very well as a person.
Exactly.
Yes?
Then I'm there, about two metres further.
Then I'm here at three metres, then that's the next metre, that's four metres.
Probably I have to jump to about this size.
Yeah, that's great.
That was the first idea, for example with a carpet.
If you know that, then that's fine.
I just wanted to share it with you.
Do you really think that you have to fit perfectly here, and then perfectly on a sheet of paper?
Yes, but I think that's working.
Wait, everything?
Everything?
Everything works, but it would be somehow everything.
Today we played a lot of games.
Three days with Mr. Kuhl.
And we made a film today.
So, now I would like to cut it off so that we can use it.
In the participatory process with the school, I filtered out three topics,
which also came to an agreement, namely tree house, stage and labyrinth.
I then built a model of the break house to give me planning security
and the students again the opportunity to make their wishes for the break house very specific.
This design was then the basis of planning to decide with all responsibilities
what can be built at what point.
An important result was that we planned the tree house in the planned form
because of the accident prevention procedures and the construction order
not being able to realize in the form how I actually wanted it to be.
At the same time, however, there was also the implementation of the break house,
which is not identical to the basic limit of the school.
This gave me the opportunity to open the fence and to build the labyrinth outside of the basic limit.
What is at the end of such a process?
There are still the 300 students who have not only become owners and users of an art work,
they were also employees and they were actually also the employees.
What did they give an assignment?
A possibility of the return and the wish for self-employment.
The one finds its expression in a new direction of the break house,
in an increased area, which may then be stage or walkway or wrestling arena,
the other in a cornered fence, which offers the opportunity to pull back from the open
of a single school yard, which offers self-protection,
behind which one can hide.
What is art at the construction of a school?
It is also the representation of the school to the outside.
In the case of the Erwin von Witzleben School, it is the extended fence,
which closes a new relationship between the inside and outside,
between the border and the opening, between school and city.
What is art at the construction of a school?
It is the representation of the school to the outside.
What is art at the construction of a school?
It is the representation of the school to the outside.
