Architectural, Constructional and Structural Aspects of a Historic School in Greece. The Case of the Elementary School in Arnaia, Chalkidiki

Abstract

Historic school buildings were built during the end of the 19th century and into the beginning of the 20th century, using the traditional and locally available building materials and techniques, and most of them still function as schools. Because of the requirements arising from their constant use, there is an intense interest in their structural and energy integration, while there is limited research on the tangible and intangible values they encompass. In this study, an effort has been made to assess the historical, architectural, constructional and structural aspects of a historic school building located in the town of Arnaia, in the mountainous part of Chalkidiki peninsula, Northern Greece. The study included on-site inspection, architectural overview, determination and mapping of the constructional materials and techniques applied, as well as investigation of the preservation state of the building. Additionally, a structural analysis of the system was performed through a three-dimensional finite element model. All research data was comparatively evaluated, in order to identify the principles governing its physiognomy and structure. The objective of the study was therefore to analyze the significance and technological aspects of this unrecognized part of the common European built heritage that should be further assessed and acknowledged as a heritage asset.

Historic and Constructional Aspects of Stone Schools in Greece: The Case of the Aristotle Municipality in Chalkidiki

“…These buildings met the basic educational requirements, comprising of two rectangular spaces, while the most popular schools had also libraries and boarding houses (Kalafati, 1988). According to tradition, schools were usually attached or neighboring to religious buildings (monasteries, churches), or outside the settlements, for achieving isolation and meditation (based on the monastic principles) (Kalafati, 1988;Lerma et al, 2013;Pachta et al, 2021). The organization of the inner spaces was introverted, often developed in two floors around a courtyard, while the building type was influenced by the traditional mansion house ("αρχοντικό") (Kalafati, 1988).…”

“…Nowadays, there is a great stock of stone school buildings at National and European level (Abreu Marques et al, 2015;Watters, 2020;Guarini et al, 2020;Galimullina & Korotkova, 2020;Martinez-Molina et al, 2017;Dascalaki & Sermpetzoglou, 2011;Arya, 1987;Lassandro et al, 2015;Perrone et al, 2020;Doukas & Bruce, 2017;Buvik et al, 2014;Khledj & Bencheikh, 2021;Camacho-Montano et al, 2020;Pachta et al, 2021) that are either still in function (as schools or in a secondary use) or abandoned. In many cases, historic school buildings have been demolished due to their abandonment and the severe damages they confronted.…”

“…In many cases, historic school buildings have been demolished due to their abandonment and the severe damages they confronted. Buildings, especially those located around the Mediterranean basin (Italy, Spain, France, Greece) present several structural and architectural similarities, since they have been mainly erected in a period of 50 years (end of the 19 th -beginning of the 20 th century), according to the traditional constructional techniques and by using local raw materials (Martinez-Molina et al, 2017;Perrone et al, 2020;Buvik et al, 2014;Carofilis et al, 2020;Khledj & Bencheikh, 2021;Lerma et al, 2013;Pachta et al, 2021).…”

“…This could be related to their use, since most of them are still in function as elementary or secondary schools and therefore their energy performance and structural integrity are of primary importance. However, there are limited studies regarding the evolution, historic background and technological aspects of these structures, although some of them have been listed and identified as cultural assets (Dascalaki & Sermpetzoglou, 2011;Khledj & Bencheikh, 2021;Pachta et al, 2021).…”

“…Additionally, these buildings encompass significant intangible assets that need to be promoted and preserved, related to the educational evolution and history of each state, as well as the principles and memories they enclose (Avrami et al, 2000;Douglas-Jones et al, 2016;Lee et al, 2019;Pachta et al, 2021). Their establishment may be linked with the Enlightenment perspectives predominating Europe during the 18 th -19 th century, as well as the wider socio-economic changes that took place at that period.…”