A participatory redesign of Stryn Lower Secondary School transforms a hard-surfaced schoolyard into a layered civic landscape of activity, learning, and nature. Through youth-driven insights, the project creates inclusive, flexible zones balancing play, social interaction, identity, and long-term robustness.
The project reimagines the schoolyard at Stryn Lower Secondary School as an active civic landscape that strengthens learning, social interaction, and everyday well-being. Previously dominated by large hard surfaces and limited spatial variation, the outdoor area has been transformed through a structured, participatory process into a robust and flexible framework for activity, rest, and nature connection.
The methodology combined site analysis, surveys, workshops, site walks, collage techniques, and digital modeling with students. Participation functioned as an active steering tool rather than a symbolic addition. Youth perspectives shaped key spatial priorities, including sheltered meeting places, informal movement surfaces, and low-threshold activity areas that encourage spontaneous use.
The proposal organizes the schoolyard into interconnected zones: a layered central “heart” for ball games and gathering; a multifunctional sports court; playful islands and a covered year-round play area; a pavilion for performances and teaching; and a learning garden embedded in the natural slope near the stream.
Material strategies reinforce identity and durability. Lightweight red metal elements echo the existing roof tiles, terrazzo surfaces create sculptural seating and ramps, textured grass and vegetation introduce ecological depth, and locally sourced stone anchors the design in Stryn’s landscape heritage.
The result is a resilient spatial framework that balances activity and calm, formal and informal use, and school life with neighborhood inclusion.
