how the houses are built

Approaching a foreign continent with a specific building task requires not only an understanding of socio-economic and cultural conditions but also knowledge of the technical and climatic background. Students work on these topics through comprehensive research and develop various solutions. The design task for a school or kindergarten encompasses all central aspects of architectural studies, especially concerning the hands-on realization of the project. In addition to functional and economic aspects, comprehensive considerations regarding construction techniques and a frugal and ecological use of materials must be taken into account. A high standard is also set for the design work, spatial and formal quality, to express appreciation for the task and for the future users.

Special strategies for planning and implementation must arise from the climatic conditions. Buildings must be created to provide comfortable indoor temperatures throughout the year without technical climate control, particularly in subtropical regions. This requires adequate sun protection through orientation and building form, and ensuring maximum ventilation of interior spaces to reduce overheating during the day. The climatic conditions posed a particular challenge for our buildings in Johannesburg, where temperatures drop to freezing in the winter months at approximately 1800 meters above sea level. In addition to addressing summer heat protection, it was necessary here to be able to sufficiently warm rooms on cold winter days solely through sunlight, without heating.

The choice of construction techniques and building materials is crucial for the feasibility of building designs. Our requirement to limit the selection primarily to locally available materials has several reasons. Firstly, the techniques used should be applicable by local people, and the buildings should serve as examples to encourage cost-effective and sustainable construction methods. Secondly, long transportation routes should be avoided, and local producers supported. In Johannesburg, we were able to support a small stone production facility that had emerged from a local initiative for the unemployed in the neighboring township and could supply us for two construction sites. Another option arises from the use of clay or adobe bricks as wall materials, as seen in the construction site in Raithby and future ones in Mzamba. The raw material is usually locally available and can be used in a versatile manner without significant cost. This provides a link to traditional techniques and the economic and sustainable possibilities of self-construction, which need to be revitalized in South Africa.

The scarcity of available materials does not necessarily result in limitations for our buildings. The reduction to simple construction methods and a limited selection of building materials leads us to the fundamental requirements and qualities of construction. Adequate form, spatial atmosphere, and lasting usability are not easier to achieve through more technology and materials.

In addition to all the planning considerations and preparations, it is essential for the success of the projects to involve local people early on, to understand the actual needs and the local environment. The project leaders of the association undertake this research and, together with local organizations, establish contact with our partners on the ground to make a joint construction site possible. This can also result in situations such as with the school in Mzamba, where initially, a water supply for the neighborhood must be established before the construction site can begin. In conversations with the village committee, neighbors, and leaders, it was revealed that even the distant water source is not reliable, and no better equipment can be expected from public sources. The well we constructed at the entrance of the new school compound is now far more than just necessary infrastructure. It has become the meeting point for the surrounding settlements and made our school the focal point of the community even before the first children were taught there.